: 


7fC 

( 

r  % 

'—.»,-)-' ^v^- 

y 

^5 

n 

^; 

*i!'/  j:*,  , 

% 

-iS' 

X. 

'  <?c 

^<-'. 

PHYSICAL  EDUCATION  COMPLETE 


PHYSICAL  EDUCATION 
COMPLETE 

FOR 


SCHOOLS  AND 
PLAYGROUNDS 

(Illustrated) 


(Fourth  Edition) 


By 
LAVINIA  M.  HENDEY 

Formerly  Published  under  the  name  of  Lavinia  Hendey  KauU 

Director  of  Physical  Education,  Elementary  Schools,  Sacramento.  California 

1910-1913  Director  Physical  Education,  State  Normal  School 

Chico,  California 

Published  by 

The  News  Printing  &  Publishing  Co. 

Sacramento,  California 


COPYRIGHT     1915 

e  Y 

LAVINIA    HENDEY    KAULL 

COPYRIGHT   IP17 


LAVINtA    M.    HENDEY 


iHa  ipar  Parrnta, 

roijuap  brltpf  I|na  aliuaya  brrn 

in  uilialranrnp  play  an6 

tljp  great,  tnifip  nut  nf  ioars 

for  all  tljr  rljiUirrit, 

tljta  bonk 

ia 

louingly  Drliuatrlt 


4756  15 


PREFACE 


This  book  contains  material  for  a  complete  course  of  study  in  Physical 
Education  adapted  to  the  needs  of  the  Elementary  Schools. 

It  oO'crs  nothing  theoretical  or  fanciful,  but  is  a  practical,  reliable  guide 
and  help  to  teachers,  one  based  on  experience  in  the  schoolroom  and  demon- 
strated on  the  playground- 
Its    purpose    is    to    give    to    Normal    School    Students    and    Teachers    a 

PRACTICAL  knowledge  of  Physical  Education  of  the  present  time,  one  that 
■will  enable  them  to  introduce  and  carr}-  on  the  work  in  both  rural  and  city 
schools. 

The  principal  claims  for  consideration  are  : 

1.  It  covers  the  needs  of  all  Elementary  Schools,  botli  Rural  and 
City. 

2.  It  suggests  and  advocates  only  plain,  practical  and  durable  ecjuip- 
ment,  which  the  local  carpenter  can  design  and  erect. 

3.  Its  methods  are  all  workable. 

4.  It  seeks  the  health,  happiness  and  well  being  of  the  children,  AN!) 

5.  It  tells  the  teacher  how  to  secure  these  ends. 

6.  It  combines  all  things  needful  in  ONE  BOOK  which  furnishes 
to  the  busy   instructor   the   help   of   most   worth. 

It  includes  : 

1.  A  Brief  History  of  the  Playground  Movement  in  Germany,  Eng- 
land and  the  United  States. 

2.  Instruction  in  the  Organization  and  Supervision  of  School  Play- 
grounds, with  suggestions  for  building  and  cost  of  simple  appa- 
ratus. 

3.  Instruction   in   Gymnastics,   -with   lessons    for    every   grade. 

4.  Games  and  Folk  Dances. 

5.  Suggestions  to  the  Story  Teller  and  a  List  of  Stories  for  Elemen- 
tary Schools. 

6.  Definite  instructions  in  First  Aid  to  the  Injured  and  the  Physical 
Care  of  Children  in  the  Schoolroom  and  on  the  Playground. 

In  all  cases  care  has  been  exercised  to  select  the  Games  and  Folk  Dances 
Ihat  have  been  found  to  be  of  use  in  all  schools  and  only  those  that  have 
proved  the  most  popular  with  the  children.  The  descriptions,  classifications 
and  arrangements  have  been  made  with  the  idea  of  simplicity,  constantly  in 
mind,  thus  hoping  to  interest  the  novice  as  well  as  to  assist  those  who  have 
enjoyed  some  special  training  in  this  happy  work  and  to  secure  for  the 
children  the  greatest  playing  value  and  physical  usefulness. 

LAVINIA  M.  HENDEY 


CONTENTS 


CHAPTER  I— SCHOOL  PLAYGROUNDS 1 1-28 

A  Brief  History  of  the  Playground  Movement. 
Organization  of  School  Playgrounds  : 

Division  of  Grounds ;  Classification  of  Children  ;  Function  and 

Purpose  of  Play  and  Athletics  ;  School  Athletic  Associations ; 

Recess    and    Noon    Periods;    Length    of    Time    for    a    Game; 

Decoration  of  School  Playgrounds  ;  Rural  School  Conditions. 
Equipment  for  School  Playgrounds  : 
Estimates    for    Building    Sand    Bins,    Teeters,    Horizontal    Bars; 

Swings,   Volley   Ball   Courts,   Basket    Ball   Courts   and   Slides; 

Rainy  Day  Apparatus ;  Lockers ;  Surface  for  Athletic  Fields. 
Supervision   of   School   Playgrounds : 

The  Teacher  as  a  Play  Leader ;  Why  Supervision  is  Necessary ; 

A  Teacher's  Personal  Methods  ;  General  and  Social  Ends  to  be 

Secured ;  Competition ;  Control  of  Apparatus. 

CHAPTER  H— SWEDISH  GYMNASTICS 29-42 

Why  We  Give  Gymnastics;  Rules  .for  Teaching  Gymnastics;  The 
Day's  Order ;  Analysis  of  the  Day's  Order ;  Rhythm  Training ;  Cor- 
rect Sitting,  Standing  and  Walking.  Descriptions  and  Illustrations 
of  Some  of  the  Simple  Gymnastic  Positions. 

CHAPTER  III— GYMNASTIC  LESSONS  FOR  PRIMARY  GRADES..43-83 
Imagination   Plays,  Gymnastic   Stories  and  Lessons   for  Grades   I 
and  II ;  Gymnastic  Lessons  for  Grades  III,  IV  and  V. 

CHAPTER  IV— GYMNASTIC     LESSONS     FOR     GRAMMAR     GR.KDES 

84-116 

Twenty  Lessons  in  Gymnastics  for  Grades  VI,  VII  and  VIII. 

CHAPTER  V— GAMES  FOR  THE  SCHOOLROOM  AND  PLAYGROUND 

FOR  ALL  GRADES 117-193 

Indoor  and  Outdoor  Games  for  All  Grades,  Including  Rules  for 
Volley  Ball,  Captain  Ball,  German  Bat  Ball,  Playground  Base  Ball, 
Soccer  Foot  Ball  and  Tennis,  Athletics  for  Grammar  Grades,  In- 
door and  Outdoor  Gymnasium  Marching  Orders,  .\thletic  Badge 
Tests  for  Girls  and  Boys. 

CHAPTER  VI— SELECTED  FOLK  DANCES  FOR  ELEMENTARY 

SCHOOLS 194-22.^ 

Music  and  Descriptions  for  the  Following  Dances:  Chimes  of  Dun- 
kirk, Danish  Dance  of  Greeting,  Shoemakers'  Dance,  Tantoli,  .Al- 
pine Snow-Flake  Dance,  Bleking,  Finnish  Reel,  Norwegian  Mountain 
March,  Swedish  .Schottische.  Komarno,  Highland  Schottische, 
Crested  Hen  and  Boundinc;  Heart. 


CONTENTS  (Continued) 


CHAPTER  VII— STORY  TELLING  AND  STORY  LISTS  FOR  ELEMEN- 
TARY   SCHOOLS 224-237 

CHAPTER  Vni— FIRST  AID  TO  THE  INJURED 238-271 

General  Rules  to  be  Observed  in  Case  of  Sickness  or  Accident ; 
Some  Things  to  be  Remembered;  Precautions;  First  Aid  Outfit  for 
Schools  ;  Bandages  and  How  to  Apply  ;  Fractures  and  Tlieir  Treat- 
ment ;  Circulation  ;  Control  of  Hemorrhage  ;  Pressure  Points  ;  Heal- 
ing of  Wounds;  Different  Kinds  of  Wounds;  Shock;  Heat  and 
Cold ;  Respiration ;  Gas  Poisoning ;  Rescue  and  Resuscitation  of 
Drowning  Persons ;  How  to  Locate  Bodies  Lost  in  the  Water ;  To 
Rescue  From  Fire :  To  Extinguish  Fires  ;  To  Extinguish  Burning 
Clothing :  Electricity  ;  Emergencies  ;  Method  of  Transporting  the 
Sick  and  Injured;  Outlines  of  First  Aid;  Lessons  for  VI,  VII  and 
VIII  Grades  ;  Outline  of  First  Aid  Course  for  VIII  Grade  only. 

CHAPTER     IX— The     PHYSICAL     CARE     OF     CHILDREN     IN     THE 
SCHOOLROOM  AND   ON  THE   PLAYGROUND 272-299 

Health  Records  and  Suggestions  for  Filling  Out ;  Defective  Feet ; 
Correct  Shoes ;  Defects  of  the  Nose,  Throat  and  Ear ;  Defective 
Eyes ;  Defective  Teeth. 

Contagious  Diseases : 
Chicken  Pox 
Diphtheria 
Erysipelas 
German  Measles 
La  Grippe 
Measles 
Mumps 
Small  Pox 
Scarlet  Fever 
Whooping  Cough 

Contagious  Eye  and  Skin  Diseases : 
Pink  Eye 

Diphtheria  of  the  Eyes 
Trachoma 
Pediculosis 
Scabies 
Impetigo 

Pulse,  Temperature  and  Respiration;  Helpful  Hints  for  Teachers; 
Health  of  the  Teacher. 

BIBLIOGRAPHY   300 


CHAPTER  I 


School  Playground 


A  Brief  History  of  the  Playground  Movement,  with  Suggestions  for  the 

Orgcuiization,  Equipment  and  Supervision  of 

School  Playgrounds 


A  BRIEF  HISTORY  OF  THE  PLAYGROUND  MOVEMENT 

Germany.  The  play  movement  in  tiermany  is  primarily  one  of  educa- 
tion. Among  the  great  leaders  in  that  country  we  find  mentioned  Guts 
Muths,  Jahn,  Von  Schenkendorf  and  Froebel.  There  is  a  play  curriculum 
provided  for  the  scliools  and  often  institutes  in  play  and  play  congresses 
for  tlie  teachers  are  held  in  dififerent  German  cities  and  much  is  done  every- 
where for  tlie  encouragement  of  play  festivals. 

School  playgrounds  are  equipped  with  simple  apparatus  and  school  gar- 
dens and  swimming  pouls  are  provided  in  some  localities.  Frequently  the 
afternoon  is  given  over  entirely  to  play,  at  which  time  the  attendance  is 
obligatory.  The  Germans  are  great  believers  in  shortening  the  school  hours 
and  lengthening  the  play,  or  recess  periods,  at  which  time  the  direction  of 
the  sports  is  in  charge  of  regular  teachers.  When  the  weather  permits, 
their  gymnastic  exercises  are  taught  in  the  open  air  and  many  school 
journeys  into  the  country  are  arranged  for  the  children  by  the  teachers. 

In  the  gymnasium  long  hours  of  work  are  required,  especially  of  the 
boys,  producing  a  corresponding  lack  of  athletic  games  and  school  spirit  and 
loyalty.  There  is  no  time  for  the  development  of  such.  As  late  as  1892, 
or  thereabouts,  the  English  games  of  Cricket  and  Foot  Ball  were  introduced 
into  Germany,  though  in  the  life  of  the  University  student  very  little  atten- 
tion is  paid  to  athletics  of  any  sort,  while  a  great  interest  is  displayed  in 
dueling  by  the  great  majority  of  these  young  men. 

In  Germany  we  find  private  playgrounds  connected  with  beer  gardens, 
concert  halls,  turnvereins  and  athletic  associations  and  many  municipal 
playgrounds  are  located  in  the  parks  and  vacant  spaces.  Here  the  mothers 
and  nurses  play  the  part  of  supervisors,  the  favorite  play  spaces  in  many 
cases  being  the  sand  gardens.  In  the  city  of  Berlin,  the  law  requires  that 
playgrounds  be  supplied  in  the  interior  courts  of  all  tenement  houses. 

England.  With  the  English,  the  play  movement  is  chiefly  one  of  recrea- 
tion and  this  nation  is  fortunate  in  possessing  a  climate  that  is  well  adapted 
to  sport  all  the  year  round.  There  are  schools  for  the  people,  schools  for 
the  sons  of  "gentlemen,"  Preparatory  and  Public  Schools  and  Universities 
for  boys  and  men  and  High  Schools  and  Universities  for  the  girls.  The 
English  people  are  a  leisured  class,  chiefly  people  who  give  time  and  enthus- 
iasm to  play,  and  the  ability  to  play  is  counted  as  one  of  the  essential  parts 
of  the  training  of  the  English  gentleman. 


l^',','  '..•  PHYSICAL  EDUCATION  COMPLETE 

The  Boart:  Scliools  provide  grounds  that  are  kept  open  from  sunrise 
until  sunset,  with  a  janitor's  house  located  on  the  grounds.  These  play  spaces 
are  surfaced  with  cinders  and  no  apparatus  is  provided.  Gymnastic  drills  are 
given  in  the  yard,  children  are  taught  to  swim  and  athletic  leagues,  espe- 
cially in  Cricket  and  Foot  Ball,  are  formed.  In  the  Preparatory  Schools, 
Cricket  and  Foot  Ball  are  compulsory,  about  two  hours  each  day  being 
required  for  these  sports.  The  grounds  are  large  enough  so  that  all  boys 
play  at  the  same  time.  Here  the  Masters  coach  and  play  on  the  teams  with 
the  boys.  Contests  are  mostly  between  different  dormitories,  though  a  few 
games  with  outside  institutions  are  permitted.  In  the  Public  Schools  we 
find  about  the  same  rules  e.xisting.  High  Schools  for  girls  are  located  in 
the  country  and  their  sports  are  made  compulsory.  The  coaching  is  done 
by  the  Mistresses,  who  also  participate  in  the  games.  At  the  Universities 
the  play  is  for  the  pure  fun  of  it  and  there  is  a  general  participation  in 
games  of  all  sorts.  Municipal  Playgrounds  are  in  charge  of  caretakers  but 
no  organized  work  is  provided.  A  great  number  of  Cricket  and  Foot  Ball 
fields  are  located  in  and  about  London,  while  athletic  fields  and  clubs  are 
very  common  in  the  country  sections.  Tennis  is  one  of  the  favorite  games 
with  many  of  the  English  people. 

United  States.  In  our  own  land,  the  Playground  Movement  has  swept 
from  the  Atlantic  to  the  Pacific  with  a  wonderful  rapidity  and  the  greatest 
care  must  be  exercised  by  all  in  charge  of  the  work  to  prevent  the  pendulum 
from  swinging  just  as  far  the  other  way  and  consequently  undoing  all  the 
good  that  has  thus  far  been  accomplished  in  this  great  and  splendid  work. 
We,  as  a  nation  and  individuals  of  our  nation,  are  very  apt  to  go  on  the  theory 
that  "if  a  little  is  good,  more  is  better,"  and  we  are  more  prone  to  overdo 
rather  than  underdo  anything  that  appeals  to  us.  The  Playground  Movement 
has  appealed  to  us  most  intensely  and  we  are  now  fast  in  the  grip  of  this 
interesting  and  beneficial  work  and  each  and  every  one  should  do  all  within 
the  bounds  of  good,  common  sense  to  prevent  it  from  becoming  a  fad  and, 
in  consequence,  eventually,  a  thing  of  the  past. 

The  sources  of  this  movement  with  us  were  many.  A  new  sense  of 
making  each  life  an  efficient  one,  rounded  out  socially  as  well  as  intel- 
lectually, a  new  sense  of  the  realization  of  the  value  of  the  greatest  blessing 
that  can  come  to  any  of  us,  namely  HE.VLTH,  the  new  social  spirit,  the  ever- 
increasing  congestion  of  life  in  the  cities,  due  in  part  to  the  great  influx  of 
foreigners,  the  intolerable  condition  of  city  streets  as  play  spaces  for  children 
and  the  long,  idle  summer  vacation  days. 

Previous  to  this  time  there  was  a  lack  of  adequate  j)laygrounds,  there 
was  no  time  provided  for  play  during  school  hours,  there  was  no  organized 
play  or  athletics  in  the  public  elementary  schools,  highly  specialized  and  very 
objectionable  athletics  for  the  few  existed  in  the  High  Schools  and  athletics 
at  some  of  the  Colleges  and  Universities  were  the  disgrace  of  those  institu- 
tions. The  whole  country  was  living  at  a  tremendous  working  pace.  There 
was  practically  no  provision  for  sport,  park  facilities  were  possible  in  but 


FOR  SCHOOLS  AND  PLAYGROUNDS 


13 


a  few  instances  and  hours  of  labor  were  shortened,  thus  encouraging  loafing 
and  crime.  These  were  the  sources  which  gave  rise  to  the  movement  in  our 
own  land. 

Our  beginning  was  made  with  the  Sand  Gardens  of  Boston  in  1886,  since 
which  time  the  extension  of  the  movement  throughout  the  United  States  has 
been  most  rapid  and  successful.  In  California  the  first  Municipal  Playground 
was  established  in  Los  Angeles  in  1905,  Oakland  followed  in  1907,  San  Fran- 
cisco in  1908  and  Sacramento  in  1911. 

The  ideals  of  the  movement  have  been  primarily  social,  with  the  purpose 
also  of  keci)ing  the  child  away  from  the  physical  and  moral  dangers  of  the 
street,  until  now.  with  its  growth,  it  has  come  to  take  up  a  series  of  positive 
and  educational  aims. 

(Historical    Outline    from    A    Normal    Course    in    Play,    by    The    National    Playground    and    Recreative 
Association  of  America.)  (By    Permission.) 


PLAYGROUND    HOCKEY    ON    THE    UNIVERSITY    OF    CALIFORNIA    MODEL    PLAYGROUND 


ORGANIZATION  OF  SCHOOL  PLAYGROUNDS 

Division  of  School  Playgrounds.  The  ideal  playground  allows  one  acre 
of  land  to  each  100  children  and  thirty  square  feet  of  space  for  each  additional 
child.  We  know  that  in  most  school  yards,  particularly  those  connected  with 
city  schools,  this  is  not  possible,  nor  is  it  an  absolute  necessity,  however,  there 
are  many  communities,  especially  in  this  great  Northern  California,  where 
there  should  be  no  difficulty  in  obtaining  all  the  play  space  for  the  children 
that  is  needed.  In  cases  where  the  school  grounds  are  not  sufficiently  large 
to  accommodate  the  children,  it  should  be  made  possible  to  secure  additional 
territory  close  at  hand.  All  school  grounds  should  be  divided  into  four  sec- 
tions, one  each  for  large  and  small  boys  and  girls.  Further  than  this,  it 
should  be  made  possible  to  provide  a  separate  play  space  for  the  very  tiny- 
tots,  where  both  the  little  boys  and  girls  may  play  together  if  so  desired. 

Classification  of  Children.  Boys  and  girls,  in  their  play  should  be  classi- 
fied according  to  weight  or  height.  In  some  communities,  age,  height  and 
weight  are  combined  according  to  the  following  rule : 


14  PHYSICAL  EDUCATION  COMPLETE 

The  age  in  years,  plus  one-half  the  height  expressed  in  inches,  plus  one- 
quarter  the  weight  expressed  in  pounds,  should  not  exceed  the  number  sixty- 
two  for  classification  as  a  Junior.  Anything  above  that  number  would  place 
the  boy  or  girl  in  the  Senior  class.     Example : 

Age  12 

Height  4',  6"=S4"-;-2=27 

EXAMPLE:        Weight   70   tbs.^4=17j4— 18 

57  Junior  Classification 
In  schools  where  there  is  little  or  no  competition,  it  is  not  necessary  to 

figure  the  classification  so  closely  and  either  a  certain  height  or  weight  may 

be  used  as  the  dividing  line. 

The  standard  of  classification  used  throughout  the  country  is  as  follows : 

Members  of  the  80  lb.  Class  weigh  80  lbs.  and  under 

"      "  95    "        "  "       between  80  and     95  lbs. 

"  "     "  115    "       "  "  "        95     "      115    " 

"      "  Unlimited  Class  weight  over  115  lbs. 

The  main  idea  to  be  kept  in  the  teacher's  mind  is,  that  under  no  circum- 
stances, should  she  ask  or  expect  an  overgrown  or  backward  boy  or  girl  to 
descend  to  the  level  of  little  folks  in  their  play,  even  it  must  be  so  in  the  life 
within  the  school  room.  One  cjuite  often  hears  teachers  of  limited  experience 
in  such  matters,  express  surprise  at  the  fact  that  certain  large  and  backward 
pupils  do  not  like  to  play  on  the  school  grounds  with  the  children  of  their  own 
grades,  but  show  a  marked  preference  for  association  with  the  children  of 
the  higher  grades  and  games  for  children  of  their  own  size.  Certainly  the 
child  in  such  cases  is  following  a  natural  path  and  one  that  should  be  re- 
spected on  every  playground. 

Function  and  Purpose  of  Play  and  Athletics.  The  function  of  play  and 
athletics  in  the  grade  schools  is  to  develop  boj's  and  girls  physically,  mentally 
and  morally.  Organize  for  the  purpose  of  giving  play,  athletics  and  folk  danc- 
ing a  place  in  the  school  life,  for  after  all,  the  schools  are  the  places  where 
the  most  efficient  and  satisfactory  playground  work  is  being  done  today. 
Every  boy  and  girl  should  have  an  equal  chance  in  these  sports.  Let  us  have 
EXTENSIVE  rather  than  intensive  athletics,  for  it  is  a  true  statement  that, 
highly  specialized  athletics  destroy  the  play  idea. 

Athletic  Associations.  Wherever  it  is  possible,  organize  an  Athletic 
Association,  one  each  fur  the  boys  and  girls.  If  there  are  not  enough  child- 
ren to  permit  of  two  associations,  see  to  it  that  at  least  one  is  formed  that  will 
include  all.  The  teacher  should  be  a  member.  Let  the  children  control  the 
organization,  but  the  teacher  should,  by  all  means,  be  the  "Silent  Leader." 
A  very  important  committee  to  appoint  is  one  to  look  after  the  pla^•ground 
apparatus,  such  as  balls,  bats,  etc.,  and  to  see  that  all  balls  are  kejjt  in  good 
repair  and  well  pumped  up.  There  is  nothing  that  takes  the  fun  out  of  a 
game  quite  so  quickly  and  easily  as  to  have  to  play  with  balls  that  are  soft 
and  leaky. 


FOR  SCHOOLS  AND  PLAYGROUNDS  IS 

Recess  Periods.  Some  schools  provide  a  short  recess  period  in  the  morn- 
ing, with  a  longer  one  for  the  afternoon  session.  When  this  is  the  case,  it 
seems  an  ideal  plan  to  ultilize  the  shorter  one  for  Singing,  Circle  and  Tag 
games,  the  simpler  ones,  that  may  be  finished  in  a  short  space  of  time.  The 
running  games,  which  give  to  each  child  an  opportunity  for  great  activity, 
are  indeed  most  valuable.  Usually  a  child  has  been  sitting  still  for  some 
time,  the  mind  has  been  active  and  in  many  cases  the  positions  have  been 
such  as  to  check,  to  a  certain  extent,  the  venous  circulation,  and  when  the 
recess  period  in  the  day's  programme  has  been  reached  the  child  feels  the 
need  of  ^reat  activity.  Now  is  the  time  to  supply  simple  games  and  relay 
races  that  will  start  up  a  good  circulation,  drive  the  venous  blood  on  to  the 
heart  and  give  new  energy  for  the  next  set  of  hours  in  the  school  room. 

Where  the  afternoon  recess  is  of  a  length  sufficient  to  complete  games 
that  require  some  time  for  playing,  it  is  well  to  give  Volley  Ball,  Captain  Ball, 
Long  Ball,  etc.  Then  there  are  scores  of  good  games  that  do  not  require  any 
apparatus  for  playing.  Any  set  rule  cannot  be  laid  down  as  to  just  what 
should  be  given  in  the  way  of  games  or  when  they  are  to  be  played.  All 
that  can  be  done  is  to  give  these  few  suggestions  and  each  teacher  must 
work  out  a  programme  to  fit  the  needs  of  the  children  in  her  charge. 

Noon  Periods.  This  seems  to  be  the  proper  time  for  organized  games, 
unless  arrangements  are  made  for  them  after  school  hours,  but  such  is  not 
often  the  case,  and  the  boys  and  girls  find  it  a  natural  thing  to  devote  three- 
quarters  of  an  hour  at  noon  to  interesting  play.  During  the  noon  period  we 
have  found  the  most  popular  games  to  be  Playground  Base  Ball,  Basket  Ball, 
Tennis,  Ping-pong  and  Croquet. 

Many  teachers  complain  of  the  great  trouble  and  care  the  majority  of 
the  eighth  grade  girls  are  to  them.  It  seems  to  be  a  universal  custom,  or 
time  in  their  lives,  when  they  prefer  to  spend  their  recreation  periods  in  loung- 
ing about  the  yard  and  in  general,  displaying  very  little  interest  in  things 
that  are  wholesome.  Good,  lively  play  has  been  the  salvation  of  many  a  bov 
and  girl  and  if  a  teacher  has  the  right  spirit  she  will  make  an  earnest  endeavor 
to  arouse  a  keen  interest  in  the  games  that  these  girls  can  and  really  do  enjoy 
playing.  Much  time  and  thought  are  required  for  these  ever-present  prob- 
lems, but  it  is  possible  to  reach  them  if  a  teacher  sets  out  to  do  so.  Unhealthy 
thoughts  simply  cannot  survive  in  an  atmosphere  of  joyous,  happy  play. 

Little  Folks.  The  little  people  make  up  one  of  the  most  interesting  sec- 
tions of  any  playground.  Consider  a  moment  the  fact  that  the  little  fellow 
of  today  is  the  grown-up  of  tomorrow  and  how  very  necessary  that  he  should 
be  given  every  consideration  and  started  for  the  morrow  on  the  right  trail. 
It  takes  such  a  little  bit  to  make  these  little  ones  happy.  It  is  really  surpris- 
ing to  note  the  great  pleasure  they  derive  from  a  simple  Circle  Game  or  little 
inexpensive  rubber  ball.  Do  not  overlook  them.  See  that  they  have  a 
goodly  share  of  your  attention  and  your  reward  will  be  manifold.  As  yet 
they  have  not  developed  the  finer  co-ordinations  and  should  be  allowed  plenty 
of  the  larger  movements  of  the  body  and  nothing  is  better  for  them  than 


16  PHYSICAL  EDUCATION  COMPLETE 

running,  throwing,  tossing  or  rolling  the  large  Indoor  Base  Ball  or  Volley 
Ball. 

Length  of  Time  for  a  Game.  Few  Playground  Directors  agree  on  the 
time  allowed  for  the  use  of  a  game,  but  certain  it  is  that  a  game  should  be 
played  long  enough  to  permit  children  to  develop  team  work,  ability  and  ex- 
pertness  in  it.  No  game  is  of  interest  to  any  one  until  the  rules  have  been 
learned  and  the  chance  given,  which  then  follows,  to  acquire  proficiency  in 
the  playing  of  it.  On  the  other  hand,  a  game  should  not  be  played  for  such 
a  great  length  of  time  that  children  become  so  weary  of  it  that  they  never 
wish  to  hear  it  mentioned  again.  The  happy  medium  in  this  respect  must 
be  found.  When  the  first  symptoms  of  lack  of  interest  begin  to  appear  it  is 
the  time  to  select  another  game.  Be  ready  for  this  change  at  any  moment. 
By  having  a  ready  supply  of  new  games  in  one's  mind,  often  the  death  of  a 
good  game  is  averted  and  children  will  be  glad  to  have  the  old  games  brought 
back  again.  Under  such  conditions  they  will  come  to  them  in  the  guise  of 
old  friends  and  will  be  so  greeted. 

Team  Names  and  Colors.  Organize  teams  for  the  various  games  that 
will  permit.  Let  the  children  select  names  and  colors  for  each  team.  Teach 
them  to  have  a  pride  in  all  their  organizations,  which  are  wonderful  honor 
and  loyalty  builders. 

Decoration  of  School  Playgrounds.  All  school  playgrounds  should  have 
trees  for  shade  and  decoration.  CHrls'  fields  should  be  i)rotected  as  much  as 
possible  from  the  gaze  of  men  and  older  boys,  who  are  inclined  to  pa\-  undue 
attention  to  this  section  of  a  playground.  Flower  borders  about  the  walks, 
hedge  fences,  vines  on  the  school  buildings  or  fences,  flower  boxes  set  on  the 
stumps  of  trees  that  may  be  cut  down  or  on  the  tops  of  gate  posts  and  window 
boxes  all  add  to  the  appearance  of  the  place  and  make  it  a  joy  to  those  who 
live  in  its  atmosphere. 

Rural  School  Conditions.  Nine  out  of  ever\'  ten  young  teachers  begin 
their  work  as  teachers  in  rural  districts.  Here  the  need  for  supervised  play 
is  just  as  great  as  in  our  crowded  cities.  Country  boys  and  girls  frequently 
lead  a  very  lonely  life  as  far  as  the  companionship  of  children  is  concerned. 
They  are  required  to  do  much  of  the  drudgery  that  naturally  falls  to  the  lot 
of  the  farmer's  home  and  little,  if  any,  time  is  found  there  to  indulge  in  good, 
wholesome  play.  Unless  they  can  be  helped  along  this  line  on  the  school 
grounds  the  result  is  readily  seen,  for  it  is  an  old  saying  and  one  full  of  truth 
that  ".'Ml  work  and  no  play  makes  Jack  a  dull  boy." 

The  more  active  we  can  make  the  body,  the  more  active  will  be  the  mind, 
and  to  secure  such  benefits  for  the  boys  and  girls  of  our  land,  whether  they 
live  in  the  city  or  country  village,  we  must  give  them  every  possible  encour- 
agement in  play — lively,  innocent,  wholesome  and  joyous  play. 

Each  rural  school  presents  its  own  special  problems  and  for  the  most 
part  they  must  be  worked  out  by  the  teachers  in  charge.  There  are  scarcely 
two  schools  in  any  county  where  the  conditions  for  play  are  alike.  First  of 
all,  the  number  of  pupils  attending  is  the  chief  difficulty  for  any  playground 


FOR  SCHOOLS  AND  PLAYGROUNDS  17 

work  to  he  accomplislied.  We  all  know  that  the  more  companions  we  have 
in  our  play  the  easier  it  is  to  play  the  games  we  enjoy  and  the  happier  we 
are  in  our  play.  Many  rural  schools  have  in  attendance  but  seven  or  eight 
])upils.  while  others  have  between  this  number  and  thirty  or  forty.  If  we 
might  have  eight  boys  or  eight  girls  of  about  the  same  age  or  size  we  could 
get  along  very  nicely,  but  eight  jnipils  for  as  many  grades  present  as  many 
problems,  each  child  being  a  particular  problem  by  himself. 

In  the  following  section  on  Equipment  for  School  Playgrounds,  will  be 
found  some  suggestions  for  suitable  apparatus  for  rural  schools,  and  the 
chapters  on  Games,  Athletics,  Exercises  and  Folk  Dances  will  be  found  to 
contain  things  of  interest  to  the  teacher  of  rural  schools. 


EQUIPMENT  FOR  SCHOOL  PLAYGROUNDS 

Apparatus.  Do  not  think  you  must  set  up  expensive  apparatus.  That 
which  can  be  built  by  local  carpenters  is  better  for  several  reasons,  partic- 
ularly in  communities  where  intense  heat  and  cold  are  experienced  at  the 
different  seasons  of  the  year.  Not  every  community  can  afiford  factory  made 
apparatus  and  it  has  been  demonstrated  over  and  over  again  that  just  as 
much  fun  and  enjoyment  is  to  be  derived  from  the  less  expensive  variety.  It 
is  extremely  necessary,  however,  that  all  apparatus  shoidd  be  very  carefully 
and  strongly  constructed.  Install  as  much  of  the  following  apparatus  on 
your  school  playgrounds  as  possible : 

1.  SAND  BINS.  6.  BASKET  BALL  COURTS. 

■     2.  TEETERS.  7.  CROQUET  COURTS. 

3.  HORIZONTAL  BARS.  8.  TENNIS  COURTS. 

4.  SWINGS.  9.  PING-PONG  TABLES. 

5.  VOLLEY  BALL  COURTS.  10.  SLIDES. 

The  following  estimates  for  installation  of  apparatus  may  be  of  value  to 
some : 

Sand  Bin.     Eor  an  enclosure  12x16  ft. : 

Lumber — 1  pc.  2  in.  x  4  in.  x  12  ft.  Com $     .36 

1  pc.  2in.  x6in.  xl6ft.     "       \ 

1  pc.  2  in.  X  6  in.  X  12  ft.      "       \  F"encing 72 

1  pc.  1  in.  X  6  in.  X  12  ft.      "       ) 

28  in.  Wire  Netting  at  4c  L12 

1  Hook  and  2  Eyes  for  Gate  10 

1  pr.  6  in.  Strap  Hinges  .20 

Staples   10 

2  loads  White  Sand  at  $2.50  5.00 

6  large  Spoons  at  50c  per  doz 25 

Labor   3.50 

Total $11.35 


18 


PHYSICAL  EDUCATION  COMPLETE 


Teeters.     Set  of  two  Teeters: 

cs.  2  in.  X  10  in.  x  14  ft,  S4S— 

Boards  $  2.10 

2    pes.    6  in.  X  6  in.  x  5  ft.    S4S — 

Posts    1.65 

1     pc    6  in.  X  6  in.  x  6  ft.     S4S — 

Cap  99 

Shaping  ends  of  Teeter  Boards  1.00 

4  iron  Safety  Guides  at  80c '. 3.20 

Nails  ' 05 

16  Bolts  for  Safety  Guides  30 

Labor  2.60 


Total  $11.89 

Section  of  a  Teeter  Board    showing   the   blocks   which    keep   it   from    slipping-  past    the   balance    point. 
(Drawn   by    Hazel   Reid,   Cliico    Normal,    1913.) 


TEETER  BOARDS  SHOWING  HANDLES,  OR  "SAFETY  GUIDES" 

Horizontal  Bar: 

1    Hickory   Bar,  6   ft S3.75 

Lumber— 2  pes.  6  in.  x  6  in.  x  10  ft.  S4S  1.47 

Labor — Cutting  holes  in  posts  and  setting  3.50 


Total    S8.72 

Horizontal  Bar: 

Lumber— 3   Posts,   4  in.  x  4  in.  x  8  ft.    S4S   : $3.10 

12  ft.  Iron  Pipe  1%  in.  diameter,  outside  measurement     1.60 
Labor,   setting  3.75 


Tota 


..$8.45 


FOR  SCHOOLS  AND  PLAYGROUNDS 


19 


OUTDOOR  CLASS  ON  HORIZONTAL  BARS.  THIRD  CIX^\:^E 


SET  DOUBLE  SWINGS 

Set  Double  Swings: 

Lumber— 2  pes.  6  in.  x  6  in.  x  16  It.  S4S— Postj  $  5.28 

1  pc.    6  in.  X  6  in.  x  10  ft.  S4S— Cap  1.65 

3  pes.  4  in.  X  4  in.  x  14  ft.  S4S— Braees 2.80 

2  pes.  2  in.  x  5  in.  x  l^V  ft. — Boards 30 

Feneing — SjA    pes.    4  in.  x  4  in.  x  14  ft.    Com 2.16 

8  pes.   1  in.  x  4  in.  X  20  ft.   Com   1.20 

80  ft  Wire  Netting 3.25 

1  pr.  6  in.  Strap  Hinges  20 


Carried  Forward 


.$1684 


20  PHYSICAL  EDUCATION  COMPLETE 

Brouf,rht    Forward    $16.84 

1  Hook  and  2  Staples  for  gate  05 

7y2  lbs.  .>4  in.  Manila  Rope  'iOO 

Staples  and  Nails  30 

4  Iron  Rings  and  Bolts  1.40 

4  Rope  Thimbles  '. 60 

Labor  8.75 


Total   $28.94 

Volley  Ball  Court: 

Lumber— 2  pes.  5  in.  x  5  in.  x  10  ft.  S4S— Posts  $  1.70 

1    Net   1.00 

1  Canvas  Volley  Ball  2.50 

Labor — setting  posts  50 


Total  ._ $  5.70 

Basket  Ball  Court: 

Lumber — 2  pes.  6  in  x  6  in.  .x  16  ft.   S4S — Posts   $4.65 

8  pes.  1  in.  x  12  in.  x  6  ft.  SIS— Backs  2.00 

1   pr.   Goals  4.00 

4  3-in.  Bolts  15 

1    Basket  Ball 6.00 

Labor   : 3.50 


Total $20.30 

Croquet : 

1  Croquet  Set  $2.50 


Total  ; $2.50 

Tennis : 

Lumlier— 2  pes.  6  in.  x  6  in.  x  6  ft.  S4S  $1.98 

Tennis   Rackets  from  $1.50  to  $8.00  each 

Nets    from  $1.00  to  $9,00  each 

Balls,  per  doz from  $3.00  to  $5.00 

(Sec  Wright  &  Ditson  and  A.  G.  Spaulding  &   Bros, 
catalogues  for  prices  on  complete  sets.) 
Ping-pong: 

Lumber — 5  pes.  1  in.  x  12  in.  x  10  ft.  Com.  SIS  $1.18 

1  pc  2  in.  .x4xin.  x  12  ft.  Com.   SIS  30 

8  pes.  ^  in.  X  6  in.  x  3K>  ft.  No.  1  S4S  80 

Labor   1.60 

1    Ping-pong  set  2.00 


Total  $5.88 


FOR  SCHOOLS  AND  PLAYGROUNDis 


?!• 


Slide.'  Slides  may  be  made  up  for  a  great  many  different  prices,  rang- 
ing from  $15.00  to  $25.00.  Good  ready  made  slides  may  be  bought  at  a  cost 
of  from  $20.00  to  $50.00. 


BASKET  BALL  BACKSTOP  AND  GOALS 

Rainy  Day  Apparatus  and  Games.  Nothing  helps  out  in  a  school  for 
rainy  days  like  a  little  portable  apparatus  and  a  few  games,  particularly  where 
the  pupils  have  to  carry  their  lunches.  The  following  list  offers  to  teachers 
a  slight  suggestion  for  rainy  day  equipment : 

5  Bean  Bag  Boards,  2>4  ft.  long  by  2  ft.  wide $1.45 

24  Bean  Bags,  average  size  4  in.  by  4  in 1.30 


Total  $2.7; 


2  Games  of  Jack  Straws  at  25c  $     .50 

3  Packs  of  Flinch  at  50c  1.50 

2  Sets  Parchesi  at  75c  1.50 

4  Sets  Dominoes  at  50c 2.00 

2  1634-iu-  by  16  in.  Checker  Boards  at  65c 1.30 

2  Sets  Checkers  at  10c  - 20 

1  Set  Meccano 3.00 


Total  -..$10.00 


a 
o 

Z 

u 

a. 

z 

o 
o 
z 

>• 
< 

a 

>■ 
z 

< 

Oi 

I 

J 
o 
o 

X 
u 
« 

< 

X 

K 


FOR  SCHOOLS  AND  PLAYGROUNDS  23 

Lockers.  Apparatus  of  the  portable  variety,  lialls,  bats,  etc.,  should  have 
some  sort  of  a  home  provided  for  its  conservation.  If  something  up-to-date 
cannot  be  supplied,  it  is  an  easy  matter  to  secure  dry  goods  boxes  which  may 
be  converted  into  lockers  that  will  answer  the  purpose  very  nicely.  For  those 
wishing  to  construct  something  better  the  following  figures  are  given : 

Lumlicr  for  Lockers  20  in.  x21  in.  x  16  ft.,  which  mav 

lie  divided  into  five  compartments  ,$  8.70 

5  Hinges  and  5  Hasps  SO 

5  Padlocks  80 

5  Aluminum  Figures  for  marking  compartments 40 

Staining   65 

Butts  65 

Oil  25 

Labor   3.50 

Total  $15.45 

Nets  Strung  on  Wires.  Weather  proof  nets  are  expensive  and  few 
schools  can  afford  to  purchase  them.  Cheap  nets  stretch  and  sag  to  a  great 
degree.  This  can  be  easily  overcome  by  stringing  the  nets  on  wires  and 
drawing  them  up  tightly  before  fastening  for  use. 

Surface  for  Athletic  Fields,  Tennis  Courts,  etc.  The  Municipal  Engineer- 
ing Journal  of  Cincinnati,  Ohio,  issued  January,  1913,  gives  the  following  idea 
for  surfacing  Athletic  Fields,  Tennis  Courts,  etc. : 

"Three  or  four  inches  of  COARSE  cinders  well  packed  and  rolled,  covered 
with  one  or  two  inches  of  SCREENED  cinders  mixed  with  equal  parts  of 
dampened  clay  and  well  rolled  will  make  an  ideal  play  surface  for  athletic 
fields.  Such  a  mixture  packs  well,  is  springy,  does  not  get  dusty  in  dry 
weather  and  can  be  played  on  in  the  rain." 


SUPERVISION  OF  SCHOOL  PLAYGROUNDS 

The  one  most  important  problem  that  faces  any  city,  large  or  small,  is  the 
boys  and  girls  of  that  city  and  the  making  of  each  one  of  those  lives  an  effici- 
ent one. 

"We  act  as  we  feel."  Without  health  we  can  do  nothing  and  in  order 
that  we  may  have  Health,  Growth  and  Development  we  must  have  nutrition, 
exercise  and  rest.  Nutrition  and  rest  are  matters  for  the  consideration  of  the 
])arents,  while  the  playgrounds  provide  most  of  the  development  for  the  child, 
which  means  chiefly  play,  as  the  greatest  share  of  his  development  is  secured 
in  play. 

Character  is  a  matter  of  choosing  to  do  the  right  thing  when  the  wrong 
one  is  presented.  Nowhere  as  in  play  is  the  child  given  such  an  opportunitv 
for  the  training  of  character  and  good  citizenship  and  thpre  is  nothing  in  all 
our  school  curriculum  as  educational  to  him.    Nowhere  as  in  play  is  he  given 


24  PHYSICAL  EDUCATION'  COMPLETE 

such  an  opportunity  to  receive  from  the  outside  world  the  most  serious  and 
greatest  variety  of  impressions  and  it  is  right  here,  in  play,  that  he  learns  to 
express  himself  clearly  and  intelligently.  In  play,  children  find  their  objects 
of  deepest  and  most  enduring  interests  and  as  habits  of  thought  and  action 
for  good  or  ill  are  most  easily  set  up  in  connection  -with  those  things  that 
interest  one  the  most  it  is  but  natural  that  in  their  play  children  form  habits 
that  cling  to  them  all  through  life,  and  play  is  just  as  necessary  to  the  life  of 
a  little  child  as  air  and  sunshine  are  needed  to  make  the  little  plant  a  fruitful 
vine. 

Playgrounds,  to  be  successful,  must  be  supervised  and,  furthermore, 
MUST  BE  CONTROLLED.  Jacob  Riis  has  well  said  "It  is  the  very  parody 
upon  common  sense  to  appropriate  money  for  playgrounds  and  refuse  to  do  so 
for  supervision.  That  is  indeed  saving  at  the  spigot  and  wasting  at  the 
bunghole." 

The  Teacher  as  a  "Play  Leader."  The  teacher  as  a  "Play  Leader"  has  a 
/  field  for  influence  fertile  beyond  that  of  any  other  human  being,  for  it  is  in 
I  play  that  children  begin  their  personal  relations  with  each  other  and  it  is  right 
here  they  should  be  taught  the  meaning  of  courtesy,  manliness  and  womanli- 
ness and  that  of  the  greatest  word  in  the  true  boy's  and  girl's  vocabulary — 
HONOR.  In  play  they  learn  to  control  their  muscles,  to  correlate  hand  and 
eye  and  to  establish  their  rights  to  exist.  Here  is  where  they  first  learn  to 
recognize  the  rights  of  each  other  and  that  those  rights  should  be  respected. 
Here  also  they  learn  the  rules  of  the  game — fair  play,  "take  your  turn"  and 
the  square  deal.  In  play  children  soon  begin  to  express  the  impressions  they 
receive  from  those  with  whom  they  come  mostly  in  contact,  namely,  parents 
and  teachers.  In  play  it  is  possible  for  them  to  learn  to  nurse  their  troubles  and 
pains  without  a  murmur,  to  be  kind  to  opponents  in  defeat  and  thoughtful  of 
them  in  victory.  Only  in  play  is  the  real  child  nature  displayed.  Observe  for 
a  short  w-hile  the  children  on  a  playground  as  they  play  their  various  games. 
One  has  not  long  to  wait  before  selecting  the  "follower,"  the  selfish  individ- 
ual, always  elbowing  to  the  front  to  "play  to  the  grandstand,"  and  the  natural 
leader,  with  his  latent  power  for  good  or  evil,  as  environment  and  influence 
may  determine.  Nowhere  are  life  habits  so  easily  formed  as  on  a  playground 
or  in  play  anywhere,  for  that  matter,  and  a  teacher  has  a  score  of  chances  each 
day  to  direct  habit.  In  general,  children  learn  their  methods  of  play  and  their 
attitude  toward  it  and  opponents  from  those  in  charge  of  the  play  time,  there- 
fore it  is  of  vital  importance  that  the  type  set  before  them  should  be  of  the 
higliest  and  best. 

Why  Supervision  Is  Necesseury.  When  playgrounds  and  playtimes  are  not 
supervised  we  are  very  apt  to  find  that  results  obtained  are  anything  but  those 
we  desire.  A  teacher  should  permit  none  Init  the  best  conduct  at  all  times  and 
under  all  circumstances,  language  only  that  is  respectable  and  respectful  and 
she  should  see  to  it  that  all  children,  large  and  small,  weak  and  strong,  are 
given  a  fair  chance  in  games  and  on  apparatus  and  that  the  play  space  is  pre- 
"  vented  from  becoming  a  public  nuisance  through  its  noise  and  disorder.  Not 
all  games  are  safe  ones,  many  of  them  being  extremely  dangerous  to  life  and 


FOR  SCHOOLS  AND  PLAYGROUNDS  25 

liml),  and  it  is  is  very  important  that  such  games  be  eliminated  by  the  teacher 
from  all  use  on  the  playground. 

A  Teacher's  Personal  Methods.  It  is  very  necessary,  inilced,  that  a 
teacher  shuukl  know  how  to  he  friendly  with  children,  to  be  a  good  comrade, 
to  sympathize  with  them,  to  take  an  interest  in  all  their  plans  and  experiences 
and  make  a  success  of  helping  them  in  all  their  right  endeavors.  A  teacher 
should  possess  a  good  working  knowledge  of  all  games  and  the  rules  that 
control  them  if  she  would  hold  the  interest  of  the  children  in  her  care  and  be  a 
strong  influence  in  their  midst.  There  is  nothing  that  so  quickly  diminishes  a 
teacher's  influence  and  standing  with  children  on  a  playground  as  ignorance 
of  rules  of  games,  or  lack  of  interest  in  playground  activities. 

General  Ends  to  be  Secured.  The  general  ends  to  be  secured  by  play, 
properly  supervised,  are : 

1.  Health. 

2.  Physical  strength. 

3.  Organic  strength. 

4.  The  development  of  a   maximum  of  energy. 

5.  The  happiness  of  the  children. 

Social  Ends  to  be  Secured: 

1.  Cleanliness. 

2.  Politeness. 

3.  Formation  of  friendships. 

4.  Obedience  to  law. 

5.  Loyalty. 

6.  Justice. 

7.  Honesty. 

8.  Determination. 

Cleanliness.  "Cleanliness  is  an  instinct,  any  deviation  from  which  is  an 
abnormality." 

There  is  a  great  diiTerence  between  chronic  dirt  and  that  which  is  ac- 
quired during  a  rousing  good  game.  Dirt  acquired  under  the  latter  conditions 
is  highly  respectable,  provided  it  is  not  allowed  to  form  a  permanent  crust. 
Do  not  ask  or  expect  clean  children  to  take  hold  of  hands  that  are  dirty. 
Children  should  be  taught  to  care  for  their  bodies  properly.  Unclean  children, 
those  who  give  only  the  minimum  amount  of  attention  to  their  personal  ap- 
pearance, should  not  be  tolerated  on  a  playground  any  more  than  in  a  school 
room,  but  where  play  spaces  are  connected  with  schools  there  is  very  little, 
if  any  troulile  of  this  sort,  as  it  is  controlled  through  the  school. 

Politeness.  It  does  not  require  much  effort  on  the  part  of  those  in  charge 
to  teach  politeness,  for  if  a  teacher  herself  is  polite,  children  will,  in  most 
cases,  imitate  her  in  this  respect  as  in  many  others.  A  teacher  should  em- 
phasize this  point  in  her  contact  with  children,  for  then  it  is  that  we  are  apt 
to  secure  a  good  average  result  from  them.     She  should  insist  on  politeness  to 


/ 


26  PHYSICAL  EDUCATION  COMPLETE 

everyone,  herself  included.  Children  will  need  instruction  in  this  respect,  for 
they  are  very  rarely  naturally  polite  and  do  not  know  what  politeness  re- 
quires. 

Formation  of  Friendships.  A  friendly  spirit  is  very  essential  to  the  suc- 
cess of  play  and  it  is  one  of  the  most  valuable  kinds  of  training-  that  any  play- 
ground can  give.  Teachers  should  repress  the  forward,  selfish,  obstinate 
ones,  at  the  same  time  give  all  the  encouragement  possible  to  the  shy  and 
backward  children  and  teach  all  to  be  good  comrades,  good  friends  every- 
where. 

Obedience  to  Law.  Children  should  be  taught  to  live  up  to  the  rules  of 
all  games,  because  they  are  the  rules  and  that  it  is  the  proper  thing  to  do.  Do 
not  attempt  to  make  children  law-abiding  from  the  fear  of  penalties.  That 
does  not  instill  in  them  the  lessons  we  would  make  life  habits.  \\'e  should 
teach  that  right  is  might. 

LoyaJty.  Strive  to  secure  loyalty  in  all  games,  to  all  teams,  to  the  school 
and  its  playground.  The  attitude  of  teachers  determines  the  attitude  of  chil- 
dren under  their  control.  The  idea  of  games  and  athletics  is  defeated  when 
children  are  taught  loxalty  that  is  of  the  blind  sort,  when  they  have  it  instilled 
in  them  that  there  is  no  courtesy  due  opponents  and  that  there  is  no  such  thing 
as  the  rights  of  others.  We  see  a  great  deal  of  this  variety  of  loyalty  in  our 
:)resent  day  schools  and  in  nearly  every  case  the  fault  may  be  traced  to  the  at- 
-itude  of  the  instructors  in  charge.  Teach  children  to  be  courteous  winners 
and  graceful  losers,  qualities  that  are  fundamental  to  good  citizenship. 

Justice,  (a)  The  teacher  should  permit  no  conduct  on  the  playground 
that  does  not  belong  to  the  "square  deal"  family.  Talk  and  preach  square 
deal  every  time  the  opporttmity  presents  itself  and  see  to  it  that  the  oppor- 
tunity presents  itself  so  often  that  square  deal  becomes  a  natural  thing  with 
children. 

(b)  The  older  children  should  not  be  allowed  to  take  things  away  from 
the  younger  ones. 

(c)  "Take  your  turn!"  is  a  rule  that  should  apply  to  all. 

(d)  Do  not  allow  children  to  remain  on  coveted  apparatus  too  long.  Give 
all  a  fair  chance. 

(e)  Do  not  allow  children  to  tantalize  and  annoy  opponents  on  the  play- 
ground at  any  time. 

Honesty.  Many  are  the  opportunities  for  dishonesty  in  games  and  a 
teacher  should  deal  very  severely  with  cheating.  Strive  to  secure  honesty 
above  everything  else. 

Determination.  It  is  not  uncommon  to  find  children  who  will  try  a 
"stunt"  once  cjr  twice  and  give  it  up  if  liot  successful.  Some  are  very  easily 
discouraged  if  their  opponents  make  a  larger  score  or  display  more  ability  in 
games  than  they  and  such  children  frequently  attempt  to  withdraw  from  the 
game  and  give  up  entirely.  Right  here  we  are  afforded  one  of  the  best  op- 
portunities to  teach  children  that  the  will  should  succeed  in  spite  of  every 


FOR  SCHOOLS  AND  PLAYGROUNDS 


27 


obstacle.    Keep  a  plentiful  supply  of  encouragement  on  hand  for  use  in  just 
such  cases. 

Competition.  All  life  is  one  great  competition  and  we  have  it  within  our 
power  to  help  boys  and  girls  prepare  for  it.  Competition  carried  to  a  high 
degree  is  not  sport,  while  the  proper  dosage  is — and  most  beneficial.  The  in- 
tense competition  that  is  a  part  of  so  many  of  the  athletic  contests  of  today 
does  away  with  all  the  benefits  that  may  have  been  acquired  during  the  valu- 
able period  of  training.  Over  exertion  on  the  field  in  competitive  games  and 
athletics  is  far  more  common  than  most  people  realize.  A  sensible  balance 
should  be  maintained  and  it  is  the  duty  of  every  teacher  in  charge  of  this 
work  to  regulate  competition  whenever  it  is  possible  and  it  should  be  made 
possible  by  them  to  regulate  it.  Talk  with  the  athletes  of  days  that  are  gone 
and  ybu  will  hear  confessions  that  will  often  astonish  you.  It  is  one  of  a 
teacher's  duties  to  see  that  this  phase  of  playground  work  is  adjusted  for  the 
bovs  and  girls  in  his  or  her  care. 


"OFF  TO  THE  SAND-PILE" 

SUGGESTIONS  FOR  THE  CONTROL  OF  APPARATUS 

Sand  Bin.     1.  The  Bin  should,  by  all  means,  be  enclosed  in  order  that  it 
may  be  kept  clean. 

2.  In  some  communities  it  is  advisable  to  change  the  sand  every  six  or 
eight  weeks. 

3.  Lunches  should  not  be  eaten  in  the  enclosure. 

4.  Boxes  and  papers  should  not  be  thrown  about  in  the  Bin. 

5.  The  sand  should  be  kept  moist  enough  to  hold  together  for  the  con- 
struction work  of  the  children. 

6.  Children  should  not  be  permitted  to  throw  sand  at  each  other. 
Teeters.     1.  A  child  should  not  jump  or  slide  off  the  board  when  another 

child  is  up  in  the  air. 

2.  Little  children  should  not  be  permitted  to  stand  on  the  boards  to  teeter. 

3.  They  should  not  "bump"  in  order  to  attempt  to  displace  the  child  on 
the  other  end  of  the  board. 


28  PHYSICAL  EDUCATION  COMPLETE 

4.  To  get  off  the  board — the  teeter  should  he  first  lirought  to  the  horizon- 
tal position,  when  the  children  get  off  one  at  a  time. 

(Unless  a  child  knows  when  his  companion  is  going  to  get  off  the  teeter 
board,  one  of  them,  and  possibly  both,  may  be  injured.) 

Swings.  1.  Swings  should  always  be  enclosed.  Many  accidents  are  thus 
prevented. 

2.  Little  people  should  not  have  to  use  swings  that  the  older  children 
have.  If  possible,  erect  sets  for  the  little  ones  and  separate  sets  for  both  the 
larger  boys  and  girls.  If  this  cannot  be  done,  set  definite  hours  for  the  use  of 
the  swings,  that  all  may  have  a  chance  on  them. 

(This  applies  to  a  great  deal  of  the  apparatus  on  any  playground.) 

3.  Girls  should  not  be  allowed  to  swing  standing  up  unless  they  are  pro- 
vided with  bloomers,  the  darker  ones  being  more  preferable  for  playground 
use. 

Horizontal  Bar.  1.  Some  provision  should  be  made  for  a  landing  pit  for 
use  with  HIGH  bars. 

2.  See  that  the  bar  for  girls  is  located  in  some  more  secluded  portion  of 
the  Playground. 

3.  Permit  no  girl  to  use  the  Bar  who  is  not  provided  with  Ijloomers. 

Slide.  This  piece  of  apparatus  will  always  require  the  closest  sort  of  su- 
pervision. Definite  rules  for  its  use  should  be  established  and  CARRIED 
OUT. 

1.  Children  should  not  slide  down  in  any  but  a  sitting  position. 

2.  The  soles  of  the  shoes  should  not  come  in  contact  with  the  slide. 

3.  Children  should  take  their  turn  in  climbing  the  stairs.  There  should 
be  no  crowding  on  this  portion  of  the  apparatus.  By  insisting  on  this  there 
will  be  none,  and  one  child  will  slide  at  a  time. 

5.  Girls  should  not  be  allowed  on  the  Slide  who  do  not  wear  Playground 
bloomers. 

6.  Nails  and  screws  should  never  be  permitted  to  even  peep  above  the 
board,  or  sliding  surface. 

7.  If  the  Slide  is  made  of  copper  or  zinc  sheeting,  eternal  vigilance  must 
be  exercised  in  its  care,  for  a  cut  in  the  plate  would  cause  an  ugly  wound.  If 
made  of  wood,  it  should  be  watched  for  splinters.  (A  wooden  Slide  should  be 
oiled  frequently  with  raw  linseed  oil  or  waxed.) 

8.  Boys  and  girls  should  not  have  to  use  the  Slide  at  the  same  time.  Set 
definite  periods  for  each. 

A  Slide  properly  belongs  to  that  section  of  any  Playground  that  is  devoted 
to  the  little  folks.  Do  not  have  a  stairway  built  over  six  feet  high  for  your 
Primarv  children  and  be  sure  that  the  whole  jjiece  of  apparatus  is  strongly  and 
safely  made. 

(A  portion   of  the   outline   tised   is   from   "A   Normal   Course   in    Play,"   by    The    National    Playground 
and  Recreative  Association  of  America — by   permission.) 


CHAPTER  II 


Swedish  Gymnastics 


Why  We  Give  Gymnastics — Rules  for  the  Teaching  of  Gymnastics — ^The  Day's 

Order — Analysis  of  the  Day's  Order — Correct  Sitting,  Stamding  and 

Walking  Positions — Some  Simple  Gymnastic  Positions 


Swedish  Educational  Gymnastics.  "Gymnastics  are  systematic,  bodily 
exercises,  based  on  scientific  principles  and  founded  on  physiological  rules." 
Of  the  four  kinds  of  gymnastics,  namely,  Medical,  Educational,  Military  and 
Aesthetic,  we  consider  simply  the  Educational,  or  those  used  with  a  view  to 


SWEDISH     GYMNASTICS.    "ARMS     SIDEWARD— RAISE  !" 

educating  the  mind  and  body.  For  use  in  the  school  room  the  Swedish  System 
of  Educational  Gymnastics  is  the  most  practical.  No  apparatus  is  necessary 
and  every  lesson  provides  a  certain  number  of  sets  of  movements  that  are 
given  in  order,  each  group  having  a  certain  purpose  to  accomplish. 

Why  We  Give  Gymnastics.  During  the  majority  of  hours  spent  in  the 
schoolroom,  children  are  re(|uired  to  maintain  the  sitting  position.  As  their 
minds  are  intent  upon  the  work  before  them,  it  is  very  natural  for  the  head 
and  shoulders  to  droop  forward,  the  chest  to  become  depressed  to  a  greater  or 
less  extent,  the  circulation  of  blood  in  the  abdominal  organs  to  be  checked  to 
a  certain  degree,  while  the  brain  in  its  activity  draws  a  great  deal  of  blood  to 
that  portion  of  the  body.  After  a  little  while  the  mind  grows  weary  of  con- 
centration of  its  powers  upon  one  thing  and  the  muscles  long  for  an  oppor- 
tunity to  share  its  activity.  The  circulation  of  the  blood  needs  to  be  equalized, 
respiration  deepened  and  strengthened  and  poor  postures  of  all  kinds  need  to 
be  corrected,  while  the  body  in  general  needs  to  be  given  tone  and  strength. 

Rules  for  Teachers  of  Gymnastics.  The  teacher  who  would  lead  a  class 
through  a  lesson  in  gymnastics,  must  bear  in  mind  the  following  rules  : 

1.  The  lesson  must  be  planned  w-ith  care  and  earnestness  and  should  be 
learned  "liv  heart." 


30  PHYSICAL  EDUCATION  COMPLETE 

2.  The  lesson  should  be  constructed  according  to  the  systematic  Progres- 
sive Day's  Order,  working  gradually  from  the  least  to  the  greatest  amount  of 
exercise. 

3.  Have  the  children  arranged  in  the  aisles  according  to  height.  This  plan 
permits  a  teacher  to  see  the  work  which  is  being  done  by  each  child. 

4.  It  is  very  important  that  all  commands  and  instructions  be  given  in  a 
quick  tone,  one  full  of  life  and  snap.  Energy  and  vim  should  be  expressed  in 
every  move  the  teacher  makes.  Gymnastic  lessons  that  are  aimless  and  life- 
less lose  all  their  value. 

5.  Children  should  be  taught  to  execute  all  exercises  with  seriousness  and 
precision  and  should  be  encouraged  to  eni];)loy  the  greatest  power  of  which 
they  are  capable  in  the  execution  of  the  Day's  Order. 

6.  Exercises  should  be  repeated  from  one  to  ten  times,  but  NEVER 
required  of  the  child  so  often  as  to  produce  fatigue.  Gymnastics  TAUGHT 
INTELLIGENTLY  NEED  NEVER  PRODUCE  AN  ILL  EFFECT.  A  lesson 
in  gymnastics  should  alwa}-s  produce  the  result  that  is  intended — that  of 
refreshing  and  invigorating  the  mind  and  body. 

7.  Teach  children  to  breathe  easily  and  naturally  during  the  lesson.  (They 
should  be  cautioned  against  holding  the  breath  during  exercise  of  any  kind.) 

The  Day's  Order.  A  Days'  Order  comprises  the  following  groups  of 
exercises : 

1.  ORDER  EXERCISES. 

2.  LEG  EXERCISES. 

3.  ARCH  EXERCISES. 

4.  HEAVE  EXERCISES. 

5.  BALANCE  EXERCISES. 

6.  BACK  EXERCISES. 

7.  ABDOMINAL  EXERCISES. 

8.  LATERAL  TRUNK  EXERCISES. 

9.  JUMPING  EXERCISES. 

10.     SLOW  LEG,  OR  COOLING  OFF  EXERCISES. 
IL     RESPIRATORY  EXERCISES. 

Analysis  of  the  Day's  Order.  The  ORDER  EXERCISES  are  intended 
to  draw  the  pupil's  mind  away  innn  the  work  he  has  been  doing  and  to  con- 
centrate his  thoughts  and  attention  upon  the  gymnastic  lesson  about  to  be 
given.  A  number  of  these  exercises  should  be  given  in  quick  succession  and 
the  teacher  should  not  be  satisfied  to  proceed  with  the  work  until  she  has 
secured  the  alertness  in  obeying  commands  that  is  necessary  for  beneficial 
work. 

The  LEG  EXERCISES  are  given  for  the  purpose  of  drawing  the  blood 
in  larger  quantities  to  the  lower  extremities,  thus  relieving  the  brain  and  the 
partial  congestion  in  the  abdominal  organs.  These  exercises  also  stimulate 
the  general  circulation. 

The  ARCH  EXERCISES  expand  and  raise  the  chest  and  straighten  the 
upper  part  of  the  back  and  neck. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


31 


The  HEAVE  EXERCISES  lift  and  broaden  the  chest  and  give  great 
strength  to  the  spine. 

(By  following  the  above  four  sets  of  gymnastic  movements  we  have 
sent  to  the  muscles  more  blood  that  is  purer  and  l^etter  and  more  venous 
blood  has  been  sent  on  to  the  heart  and  lungs  for  purification.  The  mind  is 
relieved  from  the  strain  previously  put  upon  it  and  muscular  response  to  the 
v.":ll  is  now  secured,  while  a  stronger  foundation  for  the  following  groups  of 
exercises  has  been  supplied.) 

The  BALANCE  EXERCISES  train  for  equililjrium  and  the  ability  to 
control  the  body  in  difficult  positions,  at  the  same  time  educating  the  sense 
of  correct  and  graceful  pose. 

The  BACK  EXERCISES  train  for  correct  carriage  of  the  shoulder  blades 
and  back  and  1)y  giving  strength  to  the  muscles  on  each  side  of  the  spinal  col- 
umn, do  much  toward  correcting  faulty  growth  of  the  spine. 


SWEDISH   GYMNASTICS.    ••.4RMS   FORWARD— BEND  I" 

The  ABDOMINAL  EXERCISES  and  those  concerned  with  the  fore  part 
of  the  Ijody  strengthen  the  abdominal  wall  muscles  and  stimulate  the  ab- 
dominal organs  by  the  change  of  pressure  that  is  exerted  upon  them. 

The  LATERAL  TRUNK  EXERCISES  strengthen  the  waist  muscles, 
stimulate  internal  organs  and  tone  up  the  spinal  nerves. 

(The  movements  mentioned  above,  followed  in  order  and  gradualh-  in- 
creased in  force,  require  stronger  action  from  the  circulatory  and  respiratory 
organs.  The  exercises  should  never  be  pushed  to  the  point  where  the  pupil 
becomes  breathless  or  suffers  any  uncomfortable  heart  symptoms.) 

The  JUMPING  and  RUNNING  EXERCISES  have  an  all-aroun<l  elifect 
upon  the  whole  body.  The  highest  demand  is  now  made  upon  the  heart  and 
lungs  and  consequently  circulation  and  respiration  are  deepened  and  quick- 
ened, while  the  nerves  and  muscles  of  the  entire  body  are  stimulated  and 
and  strengthened. 

The  SLOW  LEG  or  COOLING  OFF  EXERCISES  now  follow  and  grad- 
ually bring  the  heart  back  to  its  normal  state. 


32  PHYSICAL  EDUCATION  COAIPLETE 

The  RESPIRATORY  EXERCISES  given  by  the  deep,  rhythmic  breath- 
ing movements  taken  in  connection  with  the  Slow  Leg  Exercises,  help  pre- 
pare the  body  for  the  rest  that  is  now  due  after  the  exertion  of  the  lesson. 

Rhythm  Training.  Even  though  music  is  available  for  use  in  marching 
lessons,  do  not  depend  upon  it  entirely  for  the  teaching  of  RHYTHM.  Make 
use  of  the  imitation  of  the  sound  of  raindrops — drip,  drip,  drip — and  the 
clock — tick,  tick,  tick — in  order  to  teach  and  develop  rhythm  in  little  children. 
It  is  far  wiser  to  be  independent  of  the  piano,  particularly  in  the  first  and 
second  grades,  where  rhythm  training  should  be  given  every  possible  consid- 
eration. Never  lose  an  opportunity  to  strongly  develop  the  sense  of  rhythm  ; 
and  the  earlier  this  training  is  commenced  the  better  for  the  children  con- 
cerned. We  do  find  pujjils  now  and  then  who  apparently  have  no  rhythm 
in  their  natures  and  it  is  most  distressing  to  note  their  vain  endeavors  to 
accomplish  the  work  which  is  done  with  ease  by  other  members  of  their 
class.  Possibly,  had  their  earlier  training  been  given  more  attention,  thev 
might  now  be  enjoying  the  happiness,  at  least  in  part,  that  comes  to  those 
who  possess  a  keen  sense  of  rhythm. 

Correct  Stsmding  Position.  In  order  to  teach  the  correct  standing  posi- 
tion It  is  necessary  to  call  attention  to  certain  rules  which  should  be  kept 
constantly  before  the  children.  Avoid  always  the  command,  "Shoulders 
Back!"  When  attention  is  so  called  to  poor  positions  of  the  shoulders,  chil- 
dren in  many  cases  assume  unnatural  and  highly  exaggerated  positions  which 
the  instructor  is  then  called  upon  to  correct.  If  children  can  be  taught  the 
correct  positions  which  the  body  should  assume,  and  this  is  possible,  the 
shoulders  will  hang  NATURALLY,  limp  and  resemble  a  yoke. 

To  teach  the  correct  standing  position  have  the  child — 

1st.     Place  one  hand  on  the  abdomen  and  the  other  on  the  back  just 

below  the  waist. 
2nd.  Draw  the  abdomen  well  in  and  up  so  that  tlic  muscles  arc  hard 
and  firm  and  with  the  hand  on  the  back  press  the  body  forward, 
or  in  other  words,  tilt  the  pelvis  forward.  This  brings  the  lower 
part  of  the  body  in  the  correct  position  and  raises  the  chest  to 
its  proper  height.  Lower  the  hands  to  the  sides. 
3rd.  Now  tell  the  child  to  stretch  as  high  as  possible,  to  make  him- 
self just  as  tall  as  he  can.  Say  nothing  about  positions  of  the 
shoulders  or  feet,  as  they  fall  into  the  correct  position  naturally. 

Poor  digestion  and  constipation  are  often  due  to  a  rearing  backward  of 
the  body  and  a  stretching  of  the  abdominal  muscles,  which  cause  the  in- 
testines to  rest  in  an  improper  position.  We  cannot  be  too  critical  in  the 
matter  of  poor  bodily  positions  nor  can  we  emphasize  this  point  too  much. 
W^e  must  be  constantly  speaking  to  children  about  poor  postures,  constantly 
working  with  them  to  overcome  the  trouble.  Speaking  of  the  matter  once, 
or  occasionally,  is  not  going  to  accomplish  the  desired  end.  It  requires  time 
and  patience.     The  first  point  to  win  is  to  make  the  child  conscious  of  the 


FOR  SCHOOLS  AXD  PLAYGROUNDS  33 

null  pusturc,  then  watch  him  and  never  lose  a  chance  td  help  him  assume  the 
correct  bodily  position.  Do  not  permit  children  to  stand  so  that  one  hip  is 
elevated  and  the  other  lowered.  When  we  learn  to  prevent  spinal  curvatures 
there  will  be  no  need  to  labor  to  cure  them. 

Correct  Sitting  Position.  1st.  The  feet  should  rest  normally  on  the  floor, 
that  is,  the  entire  bottom  of  each  foot  should  rest  comfortably  and  easily  on 
the  floor. 

2nd.  The  height  of  the  desk  should  be  such  that  the  child  can  place  his 
arms  on  it  without  raising  the  shoulders  or  having  to  bend  over  it,  which  hap- 
pens when  the  desk  is  too  low. 

3rd.  The  seat  musfhave  a  back  which  will  support  the  small  of  the  back 
and  not  the  shoulders. 

4th.  The  space  between  the  desk  and  the  child  should  be  ample  to  permit 
of  free  movement  in  the  seat. 

When  the  seat  is  too  high  and  the  child  has  to  stretch  his  toes  to  touch 
the  floor,  the  nerves  and  blood  vessels  under  the  knees  are  depressed  and 
thus  circtilation  interfered  with  to  a  great  extent.  Children  should  not  be  al- 
lowed to  slide  down  in  the  seat  so  that  the  end  of  the  spine  is  in  contact  with 
the  seat.  If  the  child  finds  the  desk  is  either  too  high  or  low  he  will  write 
with  one  hand  on  the  desk  and  the  other  is  placed  in  his  lap  for  support,  thus 
producing  Scoliosis,  a  lateral  curvature  of  the  spine.  It  is  stated  that  59  per 
cent  of  all  children  have  this  trouble.  Small  foot  rests  should  always  be  fur- 
nished where  the  desks  cannot  be  made  to  fit  the  child.  Do  not  attempt  to 
get  along  without  careful  attention  to  this  matter. 

Correct  Walking  Position.  1st.  The  toes  should  point  ALMOST 
STRAIGHT  AHEAD,  It  is  a  weak  foot  that  toes  out  to  the  extreme.  The 
natural  position  of  the  foot  is  in  a  direct  line  with  the  knee, 

2nd,  The  body  should  be  carried  easily  and  gracefully  and  always  accord- 
ing to  the  rules  for  correct  standing. 

3.  The  arms  should  hang  naturally  and  easily  at  the  sides  and  should  be 
permitted  to  swing  two  or  three  inches  each  side  of  the  hips  while  a  person  is 
walking. 

4th.  The  head  should  be  carried  in  the  erect  position  with  the  neck  press- 
ing against  the  collar  button  in  the  back. 

5th.  THEN  LOOK  EVERYONE  SQUARELY  IN  THE  FACE. 


34 


PHYSICAL  EDUCATION  COMPLETE 


SOME  SIMPLE  GYMNASTIC  POSITIONS 

Fundeunental  Standing  Position. 

Command:  "At-TENTION !"  or 

"Po-SITION!" 

Heels  together,  toes  turned  out  to  form 
an  acute  angle,  knees  and  hips  straight, 
chest  high,  head  and  trunk  erect,  chin 
held  in,  shoulder  blades  well  back, 
shoulders  held  down  and  at  the  same 
level,  arms  at  sides,  palms  next  to  thighs 
with  thumbs  forward  and  eyes  to  the 
front. 

(Note:  The  correct  fundamental  and 
starting  positions  must  be  kept  through- 
out the  lesson,  as  all  movements  are  based 
on  the  shape  of  the  body  when  the  correct 
positions  are  assumed.) 


y^mMf»f  ^^« 

1 

FUNDAMENTAL   STANDING   POSITION 


Command:  "In  Place— REST!" 

The  command,  "In  Place,  REST!" 
means  that  a  restful  position  is  to  be  as- 
sumed. The  right  foot  holds  its  place  on 
the  floor  while  a  short  astride  step  is 
taken  with  the  left  foot  or  either  foot  is 
placed  forward  as  if  taking  the  first  walk- 
ing step,  the  arms  at  the  sides  of  the 
body,  but  the  chest  should  not  be  per- 
mitted to  sink. 

CAUTION:  Care  should  be  exercised  to 
see  that  the  weight  of  the  body  is  distrib- 
uted evenly  on  both  feet. 


"IN   PLACE— REST!" 


FOR  SCHOOLS  AND  PLAYGROUNDS 


35 


Command:     "Hips— FIRM  " 

A  rapid  change  is  made  from  the  funda- 
mental position  by  placing  the  hands  on 
the  hips,  grasping  well  over  the  front  part 
of  the  hip  bone,  thumbs  backward,  fingers 
toward  the  front,  elbows  in  a  line  with 
the  shoulders,  position  of  the  rest  of  the 
body  unchanged. 


"NECK-FIRM  1" 


Command:    "Neck— FIRM!" 

The  hands  are  placed  quickly  to  the 
back  of  the  neck,  fingers  either  interlaced 
or  finger  tips  touching,  head  kept  erect 
and  well  back,  shoulders  drawn  back  and 
elbows  in  line  with  shoulders. 


Command;     "Head  Backward— PULL!" 

With  the  body  in  the  fundamental  posi- 
tion or  hips  firm,  the  head  is  drawn 
BACKWARD  (NOT  DOWNWARD  TO 
THE  REAR)  as  far  as  possible.  The  eyes 
should  be  directly  to  the  front. 


"HEAD    BACKWARD— PULL!" 


36 


PHYSICAL  EDUCATION  COMPLETE 


Command:     "Arms  Upward— BEND!" 

The  forearms  are  quickly  flexed  up- 
ward against  the  upper  arm,  elbows  close 
to  the  sides,  hands  closed,  fingers  facing 
shoulders,  elbows  and  shoulders  in  the 
same  line. 


•ARMS    UPWARD— bend; 


Command:     "Arms  Side- 
ways—STRETCH !" 

From  the  fundamental 
position  the  arms  art- 
moved — 

1st.  To  the  U]nvar(l. 
BEND!  position. 

2nd.  They  are  extended 
with  force  sideways  on  a 
level  with  the  shoulders, 
hands  closed,  finger^ 
turned  downward,  or  the 
hands  may  be  opened, 
fingers  stretched,  palms 
downward. 


"ARMS    SIDEWAYS— STRETCH! 


FOR  SCHOOLS  AXD  PLAYGROUNDS 


37 


Command:     "Arms  Forward — BEND!" 

From  the  fundamental  position  the 
arms  are  flexed  at  the  elbows  and  quickly 
raised  against  the  chest,  palms  facing  the 
floor,  fingers  extended,  thumbs  against 
the  chest  and  elbows  on  a  line  with  the 
shoulders,  shoulders  drawn  well  back- 
ward. 


■ARMS    FORWARD— BEND  I" 


Command:     "Arms  Sideways — 
FLING!" 

The  arms  are  extended  forcibly 
from  the  Arms  Forward,  BEND! 
position  to  the  sideways  position  on 
a  line  with  the  shoulders,  palms  fac- 
ia"- downward. 


•■ARMS  SIDEWAYS— FLING!" 


38 


PHYSICAL  EDUCATION  COMPLETE 


Command : 


"Arms  Half  Sideways 
BEND!" 


From  Arms  Sideways,  FLING !  posi- 
tion, the  elbows  are  bent  to  right  angles, 
forearms  and  hands  raised  to  the  perpen- 
dicular, palms  facing  head. 


"ARMS     HALF     SIDEWAYS— BEND  !" 


Command:     "Feet  Astride — Trunk 
Forward— BEND!" 

From  the  fundamental  position  the 
hands  are  placed  on  the  hips,  the  astride 
position  is  taken,  the  body  is  bent  for- 
ward at  the  hips  as  far  as  possible,  the 
back  is  kept  straight,  the  head  up  and  the 
eyes  looking  straight  ahead. 


"FEET     ASTRIDE— TRUNK.      FORWARD— 
BEND!" 


FOR  SCHOOLS  AND  PLAYGROUNDS 


39 


Command:     "Trunk  to  the  Left^— 
(Right)— BEND!" 

From  the  fundamental  position  the 
hands  are  placed  on  the  hips,  chest  is 
raised  and  the  trunk  is  lowered  to  the 
left. 


"TRUNK  TO  THE  LEFT-(RIGHT)— 
BEND!" 


Command:    "Hips  Firm— Heels  RAISE!" 

From  the  fundamental  position  the 
hands  are  placed  on  the  hips,  the  body  is 
lifted  up  on  the  toes  as  far  as  possible  by 
stretching-  the  insteps,  heels  kept  to- 
gether, the  bodv  well  balanced. 


"HIPS    FIRM— HEELS    RAISE!" 


40 


PHYSICAL  EDUCATION  COMPLETE 


Command:     "Knees  BEND!" 

Followino-  position,  "Hips  Firm,  Heels, 
RAISE!"  the  knees  are  l^ent  in  a  line 
with  the  feet,  liody  well  balanced. 

"Deep  Knee,  BEND!"  follows  the 
above,  when  the  knees  are  bent  still  fur- 
ther— as  far  as  possible — not  to  the  ex- 
tent, however,  of  resting  the  body  on  the 
calves  of  the  legs. 


"KNEES   BEND!" 


Command :    "Right  Knee  Upward — 
BEND!" 

From  the  fundamental  position  the 
hands  are  changed  to  "Hips,  FIRM  !"  the 
weight  of  the  liody  is  shifted  to  the  left 
leg  and  the  right  knee  is  bent  quickly  and 
raised  on  a  line  with  the  left  hip.  The  leg 
hangs  in  a  perpendicular  position,  toes 
pointing  downward  and  outward. 


RIGHT  KNEE  UPWARD— BEND!" 


FOR  SCHOOLS  AND  PLAYGROUNDS 


41 


Command:  "Left  Forward— FALL  OUT" 

With  "Hips— FIRM!"  the  left  foot  is 
placed  in  a  direct  line  forward  from  the 
fundamental  foot  position,  the  left  knee 
is  bent  as  far  as  possible,  while  the  ris^jht 
foot  remains  in  its  original  position  with 
the  heels  and  sole  of  foot  in  contact  with 
the  floor. 


•LEFT    FORWARD— FALL   OUT!" 


Left,  Right,  Front  and  Sideward  Dress.  When  the  command  "Left — 
DRESS !"  is  given — the  one  at  the  extreme  left  end  of  the  line  looks  straight 
ahead.  The  rest  turn  heads  (only)  toward  the  left,  place  the  left  hand  on  the 
left  hip,  elbow  barely  touching  the  neighbor's  right  arm,  then  straighten  the 
line. 

The  command  "Right — DRESS !"  should  be  followed  by  movements  in 
exactly  the  opposite  direction. 

At  the  command  "Front — DRESS !"  the  fundamental  standing  position 
is  taken,  all  eyes  to  the  front,  hands  raised  in  front  of  the  body.  The  dis- 
tance between  children  should  be  sufficient  to  prevent  finger  tips  touching 
the  child  in  front. 

At  the  command  "Sideward — DRESS !"  the  same  position  as  in  Front 
Dress  is  taken  except  the  arms  are  raised  to  the  side  of  the  body,  height  of 
shoulders,  fingers  extended.     Finger  tips  should  not  touch. 

Left  Face.  \\'hen  the  command  "Left — FACE!"  is  given,  the  toes  of 
the  left  foot  and  heel  of  the  right  are  raised  off  the  floor,  a  c[uarter  turn  to 
the  left  is  made,  at  the  same  time  pushing  against  the  floor  with  the  toes  of 
the  right  foot,  which  helps  materially  in  getting  the  body  aroimd  into  the 
correct  position,  the  toes  of  the  left  foot  are  then  placed  upon  the  floor  and 
the  weight  of  the  body  placed  upon  the  left  foot,  the  toes  of  the  right  foot 
still  touching  the  floor.    The  command  "FACE!"  takes  the  place  of  Count  I. 

Count  2.  As  soon  as  the  above  movements  have  been  executed,  the 
count  two  is  given  and  the  right  foot  is  placed  alongside  the  left  for  the 
correct  standing  position.  Very  soon  this  count  may  be  omitted,  as  children 
will  execute  without  the  order. 


42  PHYSICAL  EDUCATION  COMPLETE 

Right  Face.  For  "Right — FACE!"  the  movements  are  exactly  the  oppo- 
site  direction. 

Left  or  Right  About — FACE!  The  movements  for  "Left  About — 
FACE!"  are  the  same  as  for  "Left — FACE!"  except  a  half  circle  turn  to 
the  left  is  made  instead  of  a  quarter  turn.  "Right  About — FACE!"  is  the 
opposite  in  every  particular. 


CHAPTER  III 


Grjonnastic  Lessons  for  Primary  Grades 


Imagination  Plays;  Gymnastic  Stories  and  Lessons  for  Grade  I;  Gymnastic 
Lessons  for  Grades  II,  III,  IV  and  V 


During  the  month  of  September  make  use  of  the  Physical  Training 
Periods  by  giving  Deep  Breathing  Exercises  for  a  Five  Minute  Period  in 
the  morning.  For  the  Ten  Minute  Periods,  one  in  the  morning  and  one  in 
the  afternoon,  use  quiet  games  in  the  school  room  and  allow  a  few  moments 
of  general  relaxation.  Give  the  children  the  opportunity  to  stretch  their 
arms  and  legs  and  to  take  a  few  deep  breathing  exercises  in  unison  before 
taking  up  their  class  work  along  other  lines. 

FIVE  MINUTE  PERIODS 

Children  sitting,  backs  pressed  against  the  seats,  hands  with  palms 
together  are  resting  on  the  desks. 

Exercise 

With  a  deep,  slow  breath  hands  are  turned  so  that  palms  face  the 
ceiling,  arms  are  stretched  sideward,  backward  and  upward,  heads  tilted  back 
(do  not  permit  heads  to  rest  on  the  desks  behind),  eyes  looking  at  the 
ceiling  and  all  the  while  INHALING  SLOWLY.     (Count  1.) 

Return  arms  quickly  to  the  original  position.     (Count  2.) 

Repeat  about  five  times.  Give  the  first  part  of  the  exercise  slowly.  As 
the  children  become  more  and  more  accustomed  to  it,  increase  the  count 
to  ten  and  fifteen  during  the  period. 

IMPORTANT:  Encourage  the  children  to  push  hard  against  the  backs 
of  the  seats,  to  stretch  the  arms  to  the  rear  as  far  as  possible  and  to 
niaintain  good  position  of  the  head. 


Children  standing  in  aisles,  heels  together,  heads  erect,  chins  in,  chests 

raised  and  hands  placed   on  hips. 

Exercise 

1.  Deep,  slow  rhythmical  breathing  to  the  teacher's  count. 

2.  Children  place  one  hand  on  the  chest  and  try  by  deep  breathing  to 
see  how  high  they  can  raise  the  hand.     Change  hands  and  repeat. 

3.  Arm  circle  overhead  to  the  teacher's  count,  the  children  all  the  while 
inhaling  slowly.  Exhale  slowly  and  quietly  or  quickly  and  with  force.  The 
teacher's  count  should  govern  the  manner  in  which  the  exhaling  is  done. 

4.  Arms  sideward  raising,  height  of  shoulders  while  the  children  inhale. 
Slowly  or  quickly  sink  while  they  exhale. 

Select  any  one  of  these  exercises  and  repeat  several  times  during  the 
period. 


44  PHYSICAL  EDUCATION  COMPLETE 

IMAGINATION  PLAYS  FOR  GRADE  I 

(As  far  as  possible  use  at  the  proper  season  of  the  year.) 

UNDERHAND  BALL  PITCHING 

The  child  stands  with  the  left  foot  forward,  knee  straight,  right   knee 

well  bent,  left  hand  resting  on  the  left  leg  near  the  knee,  right  hand  extended 

to  the  rear.     Extend  right  hand  full  length  of  arm  to  the  front  of  the  body, 

left  knee  bent  and  right  knee  straight.     (Repeat  in  slow  succession.) 

OVERHAND  BALL  THROWING 
The  child  stands  with  the  left  foot  forward,  knee  straight,  right  knee 
well  bent,  left  hand  at  left  side,  right  hand  raised  at  back  of  head.  E.xtend 
the  right  hand  full  length  of  arm  in  an  OVERHAND  throwing  movement, 
bend  the  left  knee  and  keep  the  right  knee  straight.  The  right  foot  should 
now  be  raised  to  the  "tip-toe"  position.     (Repeat  in  slow  succession.) 

"BATTER  UP" 
The  child  stands  with  the  feet  apart,  both  hand.s  clasped  as  if  grasping  a 
bat,  the  right  on  top  of  the  left,  both  arms  bent  and  drawn  back  over  the 
right  shoulder.  Extend  both  arms  to  the  front  and  left  of  the  body,  left 
knee  bent  and  the  right  foot  raised  to  the  "tip-toe"  position.  (Repeat  in 
slow   succession.) 

VOLLEY   BALL  TOSSING 

The  child  stands  with  feet  apart,  left  knee  straight,  right  knee  bent,  both 
arms  drawn  back  OVER  THE  RIGHT  SHOULDER,  hand's  open  as  if  holding 
a  large  ball.  Both  hands  are  now  extended  in  front  of  the  chest  and  as  far 
as  possible  to  the  left  of  the  body,  as  if  tossing  a  heavy  ball  through  the  air, 
the  left  knee  is  bent,  the  right  held  straight  and  the  feet  kept  firmly  on  the 
floor  in  the  original  position.     (Repeat  in  slow  succession.) 

DRIVING  AWAY  JACK  FROST 

1.  Wanning  the  Hands.  Rub  the  hands,  palms  together,  passing  the 
fingers  of  one  hand  into  the  palm  of  the  other,  alternating  in  quick  suc- 
cession, then  work  the  hands  as  if  washing  with  soap.  Clap  the  hands  in 
rhythm  with  music,  by  the  teacher's  count  or  tap  of  bell:  first,  palms  to- 
gether, tips  of  fingers  pointing  forward  ;  then  with  the  right  hand  upper- 
most, tips  of  right  fingers  falling  on  left  tliumi),  and,  lastly,  cla])  with  the 
left  hand  u]ipermost,  tips  of  left  fingers  falling  on  the  right  thumb. 

2.  Wanning  the  Feet.  Hands  are  placed  on  the  hips,  then  the  feet  go 
"Stamp,  Stamp,  Stamp,"  first  left,  right,  left,  etc.,  the  feet  being  well  raised 
to  the  rear.  Change  by  lifting  the  feet  in  front  of  the  body,  knees  raised 
high  as  the  hips.  ( Music  should  not  be  fast  for  this  portion  of  the  exercise, 
though  it  may  be  much  more  so  for  the  backward  raising  of  the  feet.) 

3.  Wanning  the  Body.  Feet  close  together,  arms  raised  the  height  of 
shoulders  and  extended  to  the  sides,  then  brought  with  force  across  the 
chest,  the  right  hand  falling  on  the  left  shoulder  and  the  left  hand  on  the 
right  shoulder. 


FOR  SCHOOLS  AND  PLAYGROUNDS  45 

WOOD  CHOrPERS 

1.  Chopping  Down  the  Tree.  The  left  foot  is  placed  forward,  the  right 
slightly  to  the  rear,  left  knee  straight,  right  knee  bent,  both  hands  clasped 
as  if  grasping  an  ax  handle,  right  hand  over  the  left,  and  both  hands  drawn 
BACK  OVER  THE  RIGHT  SHOULDER,  eyes  looking  down  as  if  watching 
the  spot  on  the  tree  where  the  ax  is  about  to  fall.  The  hands  are  now 
lowered  with  force  in  front  of  the  body  and  somewhat  toward  the  left,  the 
left  knee  is  bent  and  the  right  straight. 

2.  Sawing  the  Tree  in  Small  Pieces.  The  child  faces  his  chair,  the  left 
foot  is  placed  upon  it  as  if  snppc:>rting  the  body  on  the  tree  he  is  about  to 
saw  into  pieces,  while  the  left  hand  grasps  the  upper  or  left  hand  end  of 
the  saw,  the  right  the  lower,  or  right  hand  end  of  the  saw  (hands  about  two 
feet  apart),  when  to  rhythmical  counting  or  music  he  pushes  down  on  "the 
saw"  and  raises  it  just  as  if  sawing  a  log.  The  KNEES  should  bend,  and 
not  the  back,  as  the  child  pushes  down  on  his  saw. 

3.  Splitting  the  Pieces.  The  child  stands  with  feet  apart,  both  hands 
clasped  and  close  together  as  if  grasping  an  ax  handle  and  raised  directly 
OVERHEAD.  Bend  the  body  backward  and  then  lower  the  hands  quickly 
and  with  force,  as  if  splitting  a  piece  of  wood  on  the  ground  in  front  of 
the   body. 

GARDENERS 

1.  Clearing  the  Garden.  The  left  foot  is  placed  forward,  knee  bent, 
right  foot  to  the  rear  and  knee  straight,  hands  clasped  and  extended  for- 
ward as  if  grasping  a  rake  handle.  Now  pull  back  to  the  right  side  of  the 
body  while  the  left  knee  is  in  the  straight  position  and  the  right  bent. 
Change  after  a  few  counts  to  the  right  foot  forward,  etc.  (Repeat  in  slow 
succession.) 

2.  Hoeing  the  Garden.  The  left  foot  is  placed  slightly  in  advance  of  the 
right,  both  knees  straight,  the  hands  are  clasped  as  if  grasping  a  hoe  handle 
right  in  advance  of  the  left.  Raise  and  lower  in  quick  succession  to  rep- 
resent chopping  movements  of  the  hoe.  Reverse  by  placing  the  right  foot 
forward  and  the  left  hand  in  advance  of  the  right,  etc. 

AT  THE  SEASHORE 

1.  Swimming.  Bend  the  arms  in  front  of  the  chest,  palms  of  the  hands 
pressed  together,  fingers  pointing  forward.  Stretch  the  arms  forward  as 
far  as  possible,  turn  the  hands  so  that  the  backs  of  the  thumbs  and  TWO 
FIRST  FINGERS  ONLY  are  touching.  Now  push  the  arms  to  the  sides, 
height  of  shoulders  and  to  the  rear  as  far  as  possible,  then  return  the  arms 
to  the  first  position  in  front  of  the  chest  and  repeat. 

2.  Climbing  Ropes.  The  right  hand  is  clasped  as  if  grasping  the  rope 
and  raised  high  above  the  head,  the  left  foot  raised,  head  well  bent  back- 
ward and  eyes  looking  to  the  ceiling.  Pull  down  with  the  right  hand, 
lower  the  left  foot  then  raise  the  left  hand  and  right  foot.  (Repeat  in  slow 
succession.) 


46 


PHYSICAL  EDUCATION  COMPLETE 


GATHERING  ORANGES 

1.  Picking  Oranges.  Raise  on  the  tip-toes  as  high  as  possible,  stretch 
the  right  hand  high  overhead,  the  head  tipped  back,  and  pick  the  orange. 
Repeat  several  times,  then  change  to  the  left. 

2.  Shaking  the  Orange  Tree.  The  child  stands  with  feet  apart,  hands 
are  clasped  in  front  of  the  body,  the  right  above  the  left.  Trunk  is  bent 
alternately  to  the  right  and  left. 


GYMNASTIC  STORIES  FOR  GRADE  I 


NUTTING  TRIP 

A  VISIT  TO  THE  FARM 

A  VISIT  FROM  SANTA  GLAUS 

FIRE  DRILL 

PLAYING  SOLDIER 

SPRING-TIME 


fuse   in  October) 


( 


( 


November) 
December) 
January) 
Februar)') 

March) 


The  stories  used  in  First  Grades  should  be  short,  with  but  few  changes, 
however,  the  breathing  exercises  should  be  given  plenty  of  drill.  If  used 
for  Second  Grades  much  more  active  work  should  be  done  by  providing 
several    dififerent    changes. 

By  the  use  of  simple  gymnastic  stories,  which  the  children  enjoy  acting, 
we  are  enabled  to  start  them  on  their  way  toward  the  more  formal  lessons 
which   follow. 

A  Nutting  Trip,  as  given  below,  is  but  a  suggestion  for  teachers  who  are 
interested  in  the  work  of  these  grades.  The  length  of  the  story  must,  of 
course,  depend  upon  the  time  allowed  and  should  be  easily  completed  in 
one  period. 

(Note:  As  soon  as  the  children  have  the  idea,  it  is  well  to  drop  as 
much  of  the  story-telling  as  possible,  thus  gradually  liaving  them  accomplish 
more  and  more  along  the  line  of  the  various   exercises.) 

NUTTING  TRIP 


"ATTENTION ! 

To-day  we  are  going  to  the  woods 


to  gather  nuts. 


(The  children  assume  the  position 
of  ATTENTION,  heels  together, 
hands  at  their  sides,  chests  raised 
and   heads    erect.) 


We  will  have  to  run  some  for  we 
have  quite  far  to  go. 


(Children  place  hands  on  hips  and 
to  the  count  "1,  2,  3,  Run!"  they 
run  in  place,  to  the  teacher's 
rhythmical  counting.) 


We  must  run  faster,  faster, 
faster,  now  slower,  slower,  slower 
and   HALT! 


(See  that  they  raise  their  feet  well 
during  all  the  running.) 


FOR  SCHOOLS  AND  PLAYGROUNDS 


47 


I  think  we  ought  to  rest  a  little 
hit  for  that  was  a  long  run.  Let  us 
all  take  a  deep  hreath,  another  one, 
another  and  still  another. 

Here  we  are  at  the  brook !  We 
must  make  a  big  jump  or  some  one 
is  going  to  get  wet.  Ready!  One! 
Two  !     Three !  and  over  we  go ! 


Now,  come  with  me,  for  we  have 
such  a  big  hill  to  climb  and  every- 
one of  us  make  high  steps  or  we 
are  not  going  to  reach  the  top. 


(Teach  the  children  to  take  plenty 
of  air  in  their  lungs  during  all 
breathing  exercises.) 

(Before  jumping  the  brook  the  chil- 
dren stand  with  heels  together, 
hands  on  hips,  bodies  erect  and  at 
the  count  1,  raise  their  heels,  2, 
bend  their  knees  and  at  3,  jump  a 
distance  of  from  fourteen  to  sixteen 
inches.  Care  should  be  used  to  in- 
struct them  to  land  on  their  toes 
and  spring  to  position  instead  of 
landing  on  their  feet  squarely.) 

(The  children  raise,  first,  the  left 
knee,  then  the  right,  continuing  as 
many  times  as  seems  wise,  encour- 
aging them  all  the  while  to  raise 
their  knees  as  high  as  possible.) 


I  can  see  the  trees  ahead,  not 
very  far.  Let  us  have  a  race  to  see 
who  will  reach  them  first. 


That  was  certainly  a  long  race 
and  I  think  we  will  have  to  rest  a 
little  and  take  some  deep  breaths 
before  we  can  gather  any  nuts. 

Now,  we  are  rested  and  all  ready, 
I  am  sure,  to  gather  some  of  these 
splendid  nuts.  Let  us  pick  the  ones 
olif  the  ground  first. 


(The  starting  command  is  given 
and  the  imaginary  race  is  on,  of 
course  all  the  while  the  children  are 
running  in  their  own  places.  Here 
you  will  find  ample  opportunity  to 
correct  poor  postures,  for  in  their 
excitement  they  are  apt  to  bend 
over.) 

(All  take  several  deep  breaths.) 


(At  the  count  1,  they  bend  knees, 
while  a  count  from  1-8  is  given  for 
them  as  they  gather  nuts  with  the 
left  hand.  Same  for  the  right. 
Here,  they  should  be  taught  to  keep 
their  backs  as  straight  as  possible, 
the  body  well  balanced,  the  heels 
being  oilf  the  floor.  The  movement 
for  picking  up  the  nuts  should  be 
made  toward  the  side  rather  than 
the   front  of  the  body.) 


48 


PHYSICAL  EDUCATION'  COMPLETE 


All  It]),  and  see  if  we  cannot  s^ct 
some  off  the  trees,  but  we  must 
reach  for  them. 


If  we  stand  on  tip-toe  we  can  get 
those   larsje  ones  uu  there. 


i  think  it  is  time  for  some  deep 
breaths   after   all   that   work. 

Before  we  start  for  home  let  us 
play  we  are  big,  black  crows,  the 
same  as  those  we  saw  sitting  so 
quietly  on  the  fence  when  we  were 
climbing  the  hill. 


And    let    us    all   be    little    rabbits, 
too. 


.\n(l — away,  go  all  the  little  rab- 
l)ils   over   the   hill. 


Tt  is  growing  late  and  we  must 
hurry  home.  I  believe  we  can  run 
all  the  way  if  we  take  the  short 
path.  All  ready?  Then  away  we 
go! 


(They  begin  picking  from  the  trees 
b\-  raising  the  hand  well  up  over 
the  head,  while  the  teacher  counts 
eight  as  they  pick  with  the  left 
hand   and  the   same    for  the   right.) 

(The  children  raise  their  heels  well 
off  the  floor  and  continue  to  pick  to 
the  count,  first  for  the  left  and  then 
the  right  hand.) 

(All  take  deep  breaths.) 

(All  place  hands  on  hips  and  at  the 
command,  raise  the  left  foot,  the 
weight  of  the  body  being  placed  on 
the  right  foot.  This  position  is 
held  for  several  seconds,  when  the 
left  is  placed  on  the  floor  and  the 
right  one  raised,  while  the  left 
bears  the  weight  of  the  body.  They 
soon  learn  to  maintain  a  balance 
for  quite  a  little  time.) 

(Hands  are  placed  on  hips,  heels  to- 
gether and  at  the  count  1,  the  heels 
are  raised,  count  2,  the  knees  are 
bent,  the  backs  to  be  kept  as 
straight  as  possible,  and  heads 
erect.  \^'hiIe  in  this  position,  the 
command  is  given  for  all  the  litllij 
rabbits  to  look  first  to  the  left,  and 
then  to  the  right,  repeating  as  often 
as  desired.) 

(The  children  make  one  or  two  hop- 
ping movements,  jumping  twelve  or 
fourteen  inches  in  imitation  of  the 
rabbits  hopping  over  the  hill — after 
which,  bring  them  to  the  standing 
position  again.) 

(Children  place  hands  on  hips  and  at 
the  command,  run  in  place  accord- 
ing to  the  count  given.) 


FOR  SCHOOLS  AND  PLAYGROUNDS  49 

Well,  here  we  are  at  the  gate  and  (All  take  several  deep  brbaths,  ac- 

now  for  a  few  deep  breaths  before  cording  to  the  teacher's  commands.) 

we   say  'Good-bye.' " 

The  following  outlines  of  gymnastic  stories  are  given   for  the  purpose 
of  assisting  teachers  to  form  their  stories  for  the  children  of  the  First  Grade. 

A  VISIT  TO  THE  FARM 
We  are  going  to  visit  in  the  country  for  a  week. 
Must    run    to    catch   the   train. 
Climb  up  the  steps. 
Deep  breaths  to  rest. 
Imitate  the  bell  at  starting,  the  sound  of  the  train  in  motion 

and  whistle. 
Arrive  at  the  station. 
Jump   from  the  train. 
Climb  into  the  carriage. 
Imitate   the   prancing,   proud   steps   and   slow   trots   of  the 

horses  on  the  way  from  the  station  to  the  house. 
The   farm  is  reached. 
Jump   from  the  carriage. 
Run  into  the  house. 
Deep  breaths   to   rest. 

A  VISIT  FROM  SANTA  CLAUS 
Santa  Claus  has  a  long  ways  to  come,  so  his  reindeer  must 

travel  fast. 
Climb   up   and   get   on   the   house-top. 
Deep  breaths. 

Santa  Claus  is  so  big  he  has  to  "squirm  and  squirm"  to  get 
down  the  chimney. 

(Let  the  children  suggest  the  toys  that  go 
in   the    stocking   and   then    imitate    them.) 
Climb  and  climb  out  of  the  chimney. 
Deep  breaths. 

Reindeer  run,  and  more  -  -  - 
Deep  breaths. 

FIRE  DRILL 
Sound  of  the  fire  bell. 
Arrange  in   groups  of  six  or  eight,  plenty  of  distance,  for 

the  horses. 
Run  to  the  fire. 
Climb   the   ladder. 
Draw  up  the  hose. 
Deep  breaths,  exhale,  making  swishing  noise  as  they  bend 

at  the  waist  and  turn  the  water  on  the  fire. 


so  PHYSICAL  EDUCATION  COMPLETE 

Down  the  ladder.     (Bend  alternately  to  the  right  and  left 
side  as  though  going  down  the  ladder.) 

Horses  slow  trot  back  to  the  hose  house,  legs  raised  high. 

Deep  breaths. 

PLAYING  SOLDIER 

Patriotic  suggestions  of  soldier  movements. 

Formal  drill. 

Marching. 

Flag  waving. 

Salute,  etc. 

SPRING-TIME 

All   represent   little  seeds. 

Seeds  are  planted.  (Deep  knee  bending  for  this.) 

The  seeds  are  going  to  grow  to  be  great  trees,  taller  and 
taller,  then  -  -  - 

The  branches   and   little   leaves  appear. 

(In  this  exercise  the  children  come  from  the  low,  deep 
knee-bending  exercise,  gradually  to  the  tallest  they  can 
make  themselves  by  standing  on  tip-toe  and  the  up- 
ward stretching  of  their  hands  to  imitate  the  leaves.) 

Wind  shakes  the  trees  and  leaves. 

A  great   storm. 

Grows  calmer  and  -  -  - 

All  is  still. 

Deep  breaths. 

GYMNASTIC  LESSONS 

Note:  The  order  "Class — ATTENTION!"  is  to  be  given  at  the  begin- 
ning of  each  exercise  and  the  order  "In  Place — REST!"  at  the  close  of  each 
as  it  is  completed.) 

The  class  should  be  called  to  "ATTENTION !"  within  a  period  of  from 
five  to  ten  seconds  after  the  order  "In  Place — REST!"  has  been  given,  other- 
wise the  work  becomes  a  drag  and  no  benefit  is  derived  therefrom. 

Each  set  of  exercises  should  be  given  a  sufficient  number  of  times  to  allow 
a  pupil  to  become  familiar  with  it  in  a  little  while  and  to  permit  of  each  set  ac- 
complishing the  results  we  are  after,  however,  it  should  be  borne  in  mind  that 
it  is  harmful  to  overdo  the  lesson.  These  things  must  be  left  to  the  good  judg- 
ment of  the  leader,  the  teacher. 

Plenty  of  deep  breathing  exercises  should  he  introduced  throughout  the 
lesson,  whether  the  lesson,  as  planned,  calls  for  them  or  not.  Especially  are 
these  exercises  necessary  after  the  more  strenuous  portion  of  the  work,  such 
as  all  jumping  exercises  or  folk  dancing. 

ANALYSIS  OF  AN  EXERCISE 

Hips— FIRM!     Feet  sideward— PLACE!     1,2. 

Heels— RAISE!  Knees— BEND!  Knees— STRETCH  !  Heels— SINK  ! 
1,  2,  3,  4,  etc.     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS 


51 


Hips — FIRM!  Feet  sideward — PLACE!  1,  2,  are  commands  used  to 
place  the  body  in  the  accurate  position  for  the  exercise  which  follows : 

Exercise.'  Heels— RAISE!  Knees— BEND!  Knees— STRETCH  !  Heels 
—SINK! 

The  exercise  may  be  given  to  the  count  1,  2,  3,  4  and  repeated  as  often 
as  the  teacher  thinks  best. 

POSITION!  is  the  command  which  completes  or  closes  this  particular 
exercise,  and  so  it  is  with  all  the  others. 


TEN  LESSONS  IN  GYMNASTICS  FOR  GRADE  I 
(Repeat  All  Exercises  Several  Times) 

For  April,  May  and  June 


Lesson  1. 


10  Minutes. 

Class— ATTENTION ! 

In    Place— REST! 

Breathe,  closing  nostrils  alternately  by  pressing 

forefinger  ON  the  side  of  the  nose. 

Smelling  flowers — both  nostrils  open. 
(Note:     Be   sure  mouths   are  closed.) 
GAME— SQUIRREL  AND  NUT— PAGE  125 


Twice  Daily — 1st  Week. 


Lesson  II. 


10  Minutes. 

Class— ATTENTION  1 

Feet— CLOSE ! 

Feet— OPEN ! 

In  Place— REST  I 

Breathe  looking  at  the  leaves  on  the  trees. 

GAME— HIDE  THE  THIMBLE— PAGE   120 


Twice  Daily — 2nd  Week. 


Lesson  III. 


Twice  Dzuly — 3rd  Week. 


10  Minutes. 

Class— ATTENTION ! 
Feet— CLOSE! 
Feet— OPEN ! 
Hips— FIRM ! 

Breathe  to  the  slow  count  1,  2,  3,  4,  5. 
GAME- BEAN  BAGS  LEFT  AND  RIGHT— PAGE  126 


Lesson  IV. 


Twice  Daily — 4th  Week. 


10  Minutes. 

Class— ATTENTION ! 
In    Place— REST! 
Hips— FIRM ! 
Neck— FIRM ! 

ATTENTION   or   POSITION! 

Breathe — Arms  sideward  raise  height  of  shoulders. 
Arms  sink  as  children  exhale. 
GAME— BASKET  BEAN  BAG  TOSS— PAGE  126 


52 


PHYSICAL  EDUCATION  COMPLETE 


Lesson  V. 


10  Minutes. 

Class— ATTENTION! 

Hips— FIRM ! 

In  Place— REST! 

Head  backward— PULL! 

Head   return  to— POSITION! 

Arms  forward  raise  and  INHALE  I 

Arms  sideward  lower  and  EXHALE ! 

GAME— FOX  AND  DUCKS— PAGE  124 


Twice  Daily — 5th  Week. 


Lesson  VL 


10  Minutes. 

Class— ATTENTION ! 
Forward— DRESS  I   POSITION ! 
Sideward— DRESS  I    POSITION ! 
In  Place— REST!    POSITION! 
Hips— FIRM— INHALE ! 
EXHALE! 
MARCH  ABOUT  THE  ROOM 


Twice  Daily— 6th  Week. 


Lesson  VIL 


Twice  Daily — 7  th  Week. 


10  Minutes. 

Class— ATTENTION ! 
Hips— FIRM ! 
POSITION ! 

In  Place— REST!     POSITION! 
Arms  sideward — RAISE! 
Arms  upward — RAISE!     (Palms  facing). 
Arms  lower. 

Breathe,    smelling    flowers. 
GAME— PLAY  TROTTING  HORSES  ABOUT  THE  ROOM 


Lesson  VIII. 


10  Minutes. 

Class— ATTENTION ! 

Forward— DRESS!     POSITION! 

Left  foot  forward— PLACE  ! 

Foot— REPLACE ! 

Right  foot  forward— PLACE  ! 

Foot— REPLACE' 

Hips  firm  and— INHALE! 

EXHALE! 
POSITION ! 
GAME— THE  LOST  CHILD— PAGE  127 


Twice  Daily— 8th  Week. 


Lesson  IX. 


10  Minutes. 

Class— ATTENTION! 

In  Place— RE.ST! 

POSITION ! 

Left  foot  sideward— PLACE  ! 


Twice  Daily— 9th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS  53 

Left  foot— REPLACE ! 

Repeat — right  foot. 

Breathe  to  the  count  1,  2,  3,  4,  5. 

Exhale  to  the  count  of  1,2,  3,  4,  5. 

GAME— THE  JOLLY  MILLER— PAGE  124 

Lesson  X.  10  Minutes.  Twice  Daily — 10th  Week. 

Class— ATTENTION ! 
In  Place— REST! 
POSITION ! 
Arms  upward — BEND ! 
Arms   sideward— STRETCH ! 
POSITION ! 

Arms  sideward — raise  and  INHALE! 
Arms  lower  and  EXHALE  I 
GAME— "ON  MY  WAY  TO  SCHOOL"— PAGE  127 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  II 

(Repeat  All  Exercises  Several  Times) 

Lesson  1.  10  Minutes.  Twice  Daily — 1st  Week. 

Class— ATTENTION ! 
In  Place— REST! 
POSITION ! 
Forward— DRESS ! 
POSITION  1 
Sideward— DRESS ! 
POSITION  I 

Arms  sideward  raise  and  INHALE! 
Arms   lower  and   EXHALE! 
GAME— BLACKBOARD  RELAY  RACE  NO.  1— PAGE  123 

Lesson  II.  10  Minutes.  Twice  Daily — Znd  Week. 

Class— ATTENTION ! 
Hips— FIRM  I 
Feet— CLOSE ! 
Feet— OPEN  1 
POSITION! 
In  Place— REST! 
POSITION! 

Arms   overhead   circle   and    IXHaLE! 
Arms  lower  and  EXHALE ! 
GAME— BASKET  BEAN  BAG  TOSS— PAGE  126 

Lesson  III.  10  Minutes.  Twice  Daily — 3rd  Week. 

Class— ATTENTION  ! 
Arms  upward — BEND ! 

Arms  downward — .STRETCH  ! 


S4 


PHYSICAL  EDUCATION  COMPLETE 


Hips— FIRM  ! 
POSITION ! 
Forward— DRESS ! 
POSITION ! 

Arms  sideward  and  upward  raise  and  INHALE! 
Arms  lower  and  EXHALE ! 
GAME— HUCKLE,  BUCKLE,  BEANSTALK— PAGE  128 


Lesson  IV. 


Lesson  V. 


Lesson  VL 


10  Minutes. 

Class— ATTENTION  1 

Feet— CLOSE! 

Feet— OPEN ! 

Hips— FIRM  I 

Feet  sideways — PLACE ! 

(Begin  with  the  left  foot  and  count  1,  2.) 
Feet  together — PLACE! 

(Begin  with  the  left  foot  and  count  1,  2.) 
POSITION ! 

Hips   firm  and  INHALE!     (Count   1.) 
EXHALE!     (Count  2.) 
POSITION ! 

GAME— RING  TOSS— PAGE  126 


Twice  Daily — 4th  Week. 


10  Minutes 

Class— ATTENTION ! 

Arms  forward — RAISE! 

Arms  downward — SINK  ! 

Hips— FIRM  I 

Feet— CLOSE ! 

Feet— OPEN ! 

POSITION! 

Arms  overhead  circle  AND  INHALE! 

Arms  lower  AND  EXHALE ! 

GAME— TOUCH— PAGE  128 


Twice  Daily — 5th  Week. 


Twice  Daily — 6th  Week. 


10  Minutes. 

Class— ATTENTION ! 

Forward— DRESS ! 

Sideward— DRESS ! 

POSITION ! 

Arms  sideward — RAISE! 

Arms  downward — SINK  ! 

Hips  firm  AND  INHALE  to  the  count  1,  2,  3,  4,  5. 

HOLD  to  the  count        1,  2,  3,  4,  5. 

EXHALE  to  the  count  1,  2,  3,  4,  5. 
GAME— SIMON  SAYS— PAGE  131 


FOR  SCHOOLS  AND  PLAYGROUNDS 


SS 


Lesson  VII. 


Lesson  VIII. 


10  Minutes.  Twice  Daily— 7th  Week. 

Class— ATTENTION ! 
Arms    forward — BEND! 
POSITION ! 

Arms  sideward — DRESS  ! 
POSITION ! 

Arms  overhead  circle  AND  INHALE  to  the  count  1,  2,  3,  4,  5. 
Arms  lower  AND  I>:XHALE  to  the  count  1,  2,  3, 4,  5. 

GAME— THE  LOST  CHILD— PAGE  127 

10  Minutes.  Twice  Daily— 8th  Week. 

Class— ATTENTION ! 
Arms  upward — BEND! 
POSITION 
Hips— FIRM  I 
Heels— RAISE! 
Heels— SINK! 
POSITION! 

Shoulders  backward  move  AND  INHALE ! 
Shoulders  to  position  AND  EXHALE! 
GAME— BEAN  BAG  SIX— PAGE  125 

Lesson  IX.  10  Minutes.  Twice  Daily — 9th  Week. 

Class— ATTENTION ! 

Arms  forward  and  upward — RAISE  ! 

Arms  forward  and  downward — SINK! 

Hips— FIRM  ! 

Feet  sideways — PLACE  ! 

(Begin  with  the  left  foot  and  count  1,  2.) 
Feet  together— PLACE ! 

(Begin  with  left  foot  and  count  1,  2.) 
POSITION ! 

Inhale  slowly  to  the  count  1,  2,  3,  4,  5. 
Exhale  slowly  to  the  count  1,  2,  3,  4,  5. 
GAME— BEAN  BAG  OVERHEAD— PASS— PAGE  125 


Lesson  X. 


Twice  Daily— 10th  Week. 


10  Minutes. 

Class— ATTENTION ! 
Hips— FIRM ! 
POSITION! 
Feet— CLOSE! 
Feet— OPEN ! 
Arms  upward — BEND  ! 
POSITION ! 

Arms   forward   and   upward   raise   AND    INHALE ! 
Arms  forward  and  downward  sink  AND  EXHALE ! 
GAME— CHANGING  SEATS— PAGE  129 


56 


PHYSICAL  EDUCATION  COMPLETE 


Twice  Daily — 11th  Week. 


Lesson  XI.  10  Minutes. 

Class— ATTENTION! 
Arms   forward — BEND! 
POSITION ! 

Arms  overhead — CIRCLE  (Count  1). 
Arms  lower  (Count  2). 

Hips— FIRM! 
Heels— RAISE! 
Heels— SINK! 
POSITION ! 

Shoulders  backward  move  AND  INHALE! 
Shoulders  to  position  AND  EXHALE ! 
GAME— CIRCLE  BEAN  BAG  TOSS  NO.  1— PAGE  126 


Lesson  XII. 


Lesson  XIII. 


Lesson  XIV. 


10  Minutes. 

Class— ATTENTION ! 
Arms  upward — BEND! 
Arms  sideward— STRETCH ! 
POSITION ! 
Feet  sideward — PLACE  ! 

(Begin  with  left  foot  and  count  1,  2). 
Feet  together— PLACE ! 

(Begin  with  left  foot  and  count  1,  2). 
Arms  overhead  circle  AND  INHALE! 
Arms  lower  AND  EXHALE! 

GAME— TICK,  TACK,  TOW— PAGE  129 


Twice  Daily— 12th  Week 


Twice  Daily— 13th  Week. 


10  Minutes. 

Class— ATTENTION ! 
Left  foot  forward— PLACE! 
Foot— REPLACE ! 
Arms  upward — BEND  ! 
Arms  upward— STRETCH ! 
POSITION! 

INHALE  slowly  to  the  count  1,  2,  3.  4.  5,  6,  7,  8. 
EXHALE  slowiy  to  the  count  1,  2.  3,  4,  5,  6,  7,  8. 
SKIP  ABOUT  THE  ROOM 


10  Minutes. 

Class— ATTENTION! 

Forward— DRESS ! 

POSITION ! 

Sideward— DRESS ! 

POSITION ! 

Arms  upward — BEND  ! 

Arms  downward — STRETCH  ! 

Arms  sideward  raise  AND  INHALE! 


Twice  Daily— 14th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS  57 

Arms  lower  AND  EXHALE ! 
GAME— "ON  MY  WAY  TO  SCHOOL"— PAGE  127 

Lesson  XV.  10  Minutes.  Twice  Daily — 15th  Week 

Class— ATTENTION ! 
Left  foot  forward- PLACE ! 
Foot— REPLACE ! 
Right  foot  forward— PLACE ! 
Foot— REPLACE ! 
In  Place— REST ! 
POSITION ! 
Arms  forward — BEND ! 
POSITION! 

Arms  sideward  and  upward  raise  AND  INHALE! 
Arms  lower  AND  EXHALE ! 
GAME— BEAN  BAGS  LEFT  AND  RIGHT— PAGE  126 

Lesson  XVI.  10  Minutes.  Twice  Daily— 16th  Week. 

Class— ATTENTION ! 

Arms  forward — BEND! 

Arms  sideward — FLING! 

POSITION ! 

In  place— REST ! 

Hips— FIRM ! 

Heels— RAISE! 

Heels— SINK ! 

Arms  overhead  circle  AND  INHALE! 

Arms  lower  AND  EXHALE! 

MARCH  ABOUT  THE  ROOM 

Lesson  XVII  10  Minutes.  Twice  Daily— 17th  Week. 

Class— ATTENTION ! 

Feet— CLOSE ! 

Feet— OPEN ! 

Hips— FIRM! 

POSITION ! 

Neck— FIRM ! 

POSITION! 

Arms  upward — BEND! 

Arms  sideward— STRETCH ! 

INHALE  to  the  count  1,  2,  3,  4,  5.  6.  7,  8,  9.  10. 

EXHALE  to  the  count  1,  2,  3,  4.  5,  6,  7,  8,  9,  10. 

GAME— HIDE  THE  THIMBLE— PAGE  120 

Lesson  XVIII.  10  Minutes.  Twice  Daily— 18th  Week. 

Class— ATTENTION! 
Forward— DRESS ! 
Sideward— DRESS! 


ss 


PHYSICAL  EDUCATION  COMPLETE 


Lesson  XIX. 


Lesson  XX. 


Arms  upward — BEND  ! 

Arms  sideward— STRETCH ! 

POSITION ! 

Hips— FIRM ! 

Head  backward— PULL ! 

Head  return  to  POSITION! 

Arms  overhead  circle  AND  INHALE! 

Arms  lower  AND  EXHALE ! 

SKIP  ABOUT  THE  ROOM 

10  Minutes.  Twice  Daily— 19th  Week. 

Class— ATTENTION  1 
Left  foot  forward— PLACE! 
Feet  change  (Count  1,  2). 
POSITION! 
In  Place— REST! 
Hips— FIRM  ! 
Heels— RAISE ! 
Heels— SINK! 

Arms  forward  and  upward  raise  AND  INHALE! 
Arms  lower  AND  EXHALE! 
RUNNING  IN  PLACE   (Count  20,  sections  of  5). 

10  Minutes.  Twice  Daily— 20th  Week. 

Class— ATTENTION ! 

Arms  upward — BEND! 

Arms  backward— STRETCH ! 

POSITION! 

In  Place— REST ! 

Hips— FIRM  ! 

Neck— FIRM! 

Feet  sideways — PLACE ! 

(Begin  with  the  left  foot  and  count  1.2). 
Feet  together— PLACE ! 

(Begin  with  the  left  foot  and  count  1,  2). 
Inhale  to  the  count  1,  2,  3,  4,  5,  6,  7.  8. 
Exhale  to  the  count  1,  2,  3,  4,  5,  6,  7,  8. 
GAME— SQUIRREL  AND  NUT— PAGE  125 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  III 
(Repeat  all  exercises  several  times.) 

Lesson  L  10  Minutes  Daily — 1st  Week 

Class— ATTENTION ! 
In  place— REST! 
Feet— CLOSE ! 
Feet— OPEN ! 


FOR  SCHOOLS  AND  PLAYGROUNDS 


59 


ATTENTION ! 
Hips— FIRM ! 
Deep  Breathing. 
POSITION  ! 
GAME— BLACKBOARD 


RELAY  RACE  NO.  2— PAGE   130 


Lesson  II. 


Lesson  III. 


Lesson  IV. 


V. 


10  Minutes. 

Class— ATTENTION ! 

Feet— CLOSE ! 

Feet— OPEN ! 

In  place— REST ! 

ATTENTION ! 

Hips— FIRM ! 

Neck— FIRM ! 

CHANGE!  CHANGE!  POSITION! 

Deep  breathing. 

GAME— OCCUPATION— PAGE  131 


Daily— 2nd  Week. 


10  Minutes. 

Class— ATTENTION! 
In  place— REST ! 
POSITION! 
Hips— FIRM ! 

Left  foot  forward— PLACE !   REPLACE! 
Right  foot  forward— PLACE!  REPLACE! 
POSITION! 
Deep  Breathing. 
SLOW  MARCHING  ABOUT  THE  ROOM. 


Daily— 3rd  Week. 


10  Minutes. 

Class— ATTENTION ! 

Feet— CLOSE!   Feet— OPEN! 

Hips— FIRM  !    POSITION  ! 

In  place— REST!    POSITION! 

Arms  sideways — RAISE! 

Arms— LOWER ! 

Left  foot  sideward— PLACE ! 

REPLACE  !    Same  with  the  right. 

Arms  overhead  circle  AND  INHALE! 

Arms  lower  AND  EXHALE! 

GAME— SIMON  SAYS— PAGE  131 

10  Minutes. 

Class— ATTENTION ! 
Hips— FIRM!    POSITION! 
Neck— FIRM  ! 
Feet— CLOSE! 


Daily— 4th  Week. 


Daily— 5th  Week. 


60 


PHYSICAL  EDUCATION  COMPLETE 


Lesson  VI. 


Feet— OPEN ! 
POSITION ! 

Arms  sideward  raise  AND  INHALE! 

Arms  lower  AND  EXHALE! 

SKIP  ABOUl    THE  ROOM 

10  Minutes. 

Class— ATTENTION  !    In  place— REST ! 
POSITION!     Head— FIRM! 
Hips— FIRM  !     Heels— RAISE ! 
Heels— SINK!     POSITION! 
GAME— FOLLOW  THE  LEADER— PAGE  131 


Lesson  VIL 


Lesson  VI H. 


Lesson  IX. 


Daily— 6th  Week 


10  Minutes. 

Class— ATTENTION !     Feet— CLOSE! 

Feet— OPEN!     In  place— REST! 

POSITION!     Hips— FIRM! 

Heels— RAISE!     Heels— SINK! 

POSITION ! 

Arms  sideways — RAISE!    Arms — SINK! 

Deep  breathing. 

(Inhale   as   arms   are   raised   slowly 
sideways  and  exhale  as  arms  sink.) 

10   Minutes. 

Class— ATTENTION  !  Hips— FIRM  ! 
Head— FIRM!    POSITION! 
Hips— FIRM  !     Heels— RAISE ! 
Knees— BEND!  Knees— STRETCH  ! 
Heels— SINK !     POSITION  ! 

SKIP  ABOUT  THE  ROOM 
DEEP  BREATHING 


DaUy— 7th  Week. 


Daily— 8th   Week. 


10  Minutes. 

Class— ATTENTION ! 
Feet— CLOSE  I    Feet— OPEN  ! 
Hips— FIRM  !    Head  firm  and  heels— RAISE ! 
Heels— SINK!     POSITION  I 
Head  backward— PULL !    Head  to— POSITION ! 
Repeat,  counting  1,  2,  etc. 
GAME— PUSSY  WANTS  A  CORNER— PAGE  131 


Daily— 9th  Week. 


Lesson  X. 


10   Minutes. 

Class— ATTENTION ! 
Hips— FIRM!     POSITION! 
Head  firm  and  feet— CLOSE ! 
Feet— OPEN !     POSITION  ! 
Hips — FIRM!     Feet  sidewa3's- 


Daily— 10th    Week. 


-JUMP! 


FOR  SCHOOLS  AND  PLAYGROUNDS 


61 


Hands  and  feet  quickly— POSITION ! 

( Hands  are  brought  quickly  to  sides  as 
the  pupil  jumps  to  the  original  position.) 

Deep  breathing. 

GAME— HOPPING  RELAY  RACE  NO.  2— PAGE  129 
Lesson  XL  10  Minutes.  DaUy— 11th  Week 

Class— ATTENTION ! 

Hips— FIRM ! 

Feet— CLOSE!    Feet— OPEN! 

Left  foot  forward— PLACE ! 

REPLACE ! 

Right  foot  forward— PLACE ! 

REPLACE ! 

Arms  sideways— RAISE!    Arms  SINK! 

Deep  breathing. 

MARCH  ABOUT  THE  ROOM 


Lesson  XII. 


10  Minutes. 

Class— ATTENTION  I 

In  place— REST ! 

Hips— FIRM  ! 

Left  foot  sideways — PLACE  ! 

Foot— REPLACE! 

Right  foot  sideways — PLACE! 

Foot— REPLACE  1 

POSITION ! 

Head  firm  and  left  foot  sideways — PLACE ! 

Foot  replace  and  hands — POSITION  ! 

Repeat  with  right. 

BEAN  BAG  OVERHEAD— PASS— PAGE  125 


Daily— 12th  Week. 


Lesson  XIII.  10  Minutes. 

Class— ATTENTION ! 
Feet— CLOSE!     Feet— OPEN! 
Hips— FIRM ! 

Left   foot  backward— PLACE! 
Foot— REPLACE ! 
Right  foot  backward— PLACE! 
Foot— REPLACE  I 

Head  backward— PULL!   Head  to— POSITION  I 
Repeat,  counting  1,  2,  etc. 
POSITION! 
Deep  breathing. 
FOLK  DANCE— DANISH  DANCE  OF  GREETING 


Daily— 13th  Week. 


62 


PHYSICAL  EDUCATION  COMPLETE 


Lesson  XIV. 


10  Minutes. 

Class— ATTENTION ! 

Head  backward— PULL !    Head  to— POSITION  ! 

Repeat,  counting  1,  2,  etc. 

Arms  upward— BEND!     POSITION! 

Arms  upward — BEND!    (Count  1.) 

Arms  sideways — STRETCH  !     (Count  2.) 

BEND!  1— STRETCH!  2—,  etc. 

POSITION! 

Deep  breathing. 

MARCHING  ABOUT  THE  ROOM 


DaUy— 14th  Week. 


Lesson  XV.  10  Minutes. 

Class— ATTENTION  !    Hips— FIRM  ! 
Head— FIRM!    POSITION! 
Hips  firm  and  feet  sideways — JUMP! 
Hands  and  feet  quickly— POSITION ! 
Arms  forward — BEND!     Arms  sideways — FLING! 
BEND!    FLING!    BEND!    FLING! 
POSITION! 
Deep  breathing. 
GAME— CIRCLE  BEAN  BAG  TOSS  NO.  2— PAGE  132 


Daily— 15th  Week. 


Lesson  XVI. 


etc. 


10  Minutes. 

Class— ATTENTION ! 

Mark  time— MARK    1,  2,  1,  2 

Class— HALT!    1,2. 

Hips  firm  and  heels — RAISE ! 

Quick  mark  time— MARK !    1,  2.  1,  2,  etc. 

Class— HALT!     1,2.     POSITION! 

Hips  f^rm  and  feet— CLOSE ! 

Deep  breath  and  head  backward — PULL ! 

Head  to— POSITION !     Repeat,  counting  1,  2,  etc 

Hands  and  feet  quickly— POSITION ! 

Slow,  deep  breathing. 

GAME— CAT  AND  MICE— PAGE  132 


Daily— 16th  Week. 


Lesson  XVII. 


10  Minutes. 

Class— ATTENTION ! 

Hips— FIRM  !     Head— FIRM  ! 

POSITION ! 

Hips  firm  and  feet  sideways — JUMP! 

Trunk  forward— BEND  !  'r.\ISE! 

BEND!     RAISE! 

Hands  and  feet  quickly— POSITION  ! 

In  place— REST! 


Daily— 17th  Week. 


FOR  SCHOOLS  AND  PLAYGROUNDS  63 

POSITION ! 

MARCHING  ABOUT  THE  ROOM 

Lesson  XVIII.  10  Minutes.  Daily— 18th  Week. 

Qass— ATTENTION ! 
Hips— FIRM ! 

Left  foot  backward— PLACE !     Foot— REPLACE ! 
Right  foot  backward— PLACE!    Foot— REPLACE ! 
Left  foot  backward— PLACE! 
Feet— CHANGE!    1,  2. 
POSITION  I 

Arms  forward— BEND !   FLING!    BEND!   FLING! 
POSITION ! 

Hips  firm  and  with  a  deep  breath  chest — RAISE! 
Chest— SINK!     RAISE!     SINK! 
GAME— CROSSING  THE  BROOK— PAGE  133 

Lesson  XIX.  10  Minutes.  Daily— 19th  Week. 

Class— ATTENTION  !    Hips— FIRM  ! 
Head  to  the  left— TWIST !     Forward— TWIST  ! 
Head  to  the  right— TWIST  !    Forward— TWIST  ! 
POSITION! 

Arms  sideways — RAISE  ! 

Fingers— CLOSE !     OPEN!     CLOSE!     OPEN! 
POSITION  !    Hips— FIRM  ! 
With  a  deep  breath,  head  backward — PULL ! 
Head  to— POSITION!    Count  1,  2,  etc. 
POSITION ! 
Deep  breathing. 
GAAIE— SQUIRREL  AND  NUT— PAGE  125 

Lesson  XX.  10  Minutes.  Daily— 20th  Week. 

Class— ATTENTION ! 
Hips— FIRM  ! 

Left  foot  sideways — PLACE! 
Foot— REPLACE! 
Repeat  with  the  right. 
Arms  upward — BEND!     (Count  1.) 
Arms  upward— STRETCH  !     (Count  2.) 
BEND !  1— STRETCH  !  2— etc. 
POSITION! 

Hips  firm  and  heels — RAISE! 
Knees— BEND !    Knees— STRETCH  ! 
Heels— SINK!  and  POSITION! 
Deep  breathing. 
GAME— BEAN  BAG  OVERHEAD  PASS— PAGE  125 


64  PHYSICAL  EDUCATIOX  COMTLETE 

TWENTY  LESSONS   IN  GYMNASTICS  FOR  GRADE  IV 
(Repeat  all  exercises  several  times.) 

Lesson  I.  10  Minutes.  Daily — 1st  Week. 

Class— ATTENTION  !     In  place— REST  !     ATTENTION! 
Feet— CLOSE!    Feet— OPEN! 

Arms  upward — Bend!     (Count  1.) 
Arms   downward— STRETCH  !      (Count  2.) 
BEND!  (1)     STRETCH!  (2) 
POSITION ! 

Arms   forward— BEND  I  FLING!     (Count   1,  2,  etc.) 
POSITION ! 

With  a  deep  breath,  head  backward — PULL! 
Head   to  position  and — EXHALE! 

GAME— HORNS— PAGE  135 

Lesson  IL  10  Minutes.  Daily— 2nd  Week. 

Class— ATTENTION !     In  place— REST!     ATTENTION! 
Feet— CLOSE !     Feet— OPEN  ! 

Hips  firm  and  feet  sideways — JUMP ! 
Hands   and    feet   quickly— POSITION ! 

Hips— FIRM!     Trunk   forward— BEND ! 
RAISE!   (Count  I.)     BEND!     (Count  2.)     Etc. 
POSITION ! 

Arms  upward — BEND!     (Count  1.) 
.     Arms  sideways — STRETCH!     (Count  2.) 

BEND!  (1)     STRETCH!  (2)     BEND!  (1)     STRETCH!  (2) 
POSITION ! 

Arms  upward — BEND!     (Count  1.) 

Arms  downward — STRETCH  !     (Count  2.) 

BEND!  (1)     STRETCH!  (2)     Etc.     POSITION! 
Hips— FIRM  ! 

With  a  deep  breath,  head  backward — PULL! 
Head  to  position  and  EXHALE ! 

FOLK  DANCE— SHOEMAKERS'  DANCE. 

Lesson  III.  10  Minutes.  Daily— 3rd  Week. 

Class— ATTENTION!     Left— FACE!     (Count  1!  2!  i 

Hips— FIRM  !    Feet  sideways— JUMP  ! 

Heels— RAISE!     Spring,  jump,   ready— GO !     1,  2.     1,  2.   etc. 

(Children    jump    from    the    astride    to    the 

fundamental,  then  to  astride  position,  etc.) 
Class— HALT!     1,2,3.     POSITION! 


FOR  SCHOOLS  AXD  PLAYGROUNDS  65 

With  a  deep  breath,  arms  sideways — RAISE!     SINK!     1,  2,  etc. 
(As  the  arms  sink,  children  exhale.) 

GAME— BEAN  BAG  LEFT  AND  RIGHT— TOSS !— PAGE  126 

Lesson  IV.  10  Minutes.  Daily — 4th  Week. 

Class— ATTENTION  !     Right— FACE!     (Count  1,  2.) 
Left— FACE!     1,  2, 

Arms  forward— BEND!     FLING!  Etc.     POSITION! 

Hips— FIRM!    Left  foot— RAISE! 
Foot  downward — PLACE  ! 
Repeat  with  right.     POSITION! 

Hips^FIRM!     Feet  sideways— PLACE!     (Left,  count   1,  R-2.) 
Knees— BEND !     Knees— STRETCH  !     POSITION  ! 

Mark  time— MARK!    1,2.    1,2.    1,2.    Etc. 
Class— HALT!     1,2. 

With  a  deep  breath,  arms  forward,  upward — RAISE! 
Slowly  exhale  and  downward — SINK! 

Lesson  V.  10  Minutes.  Daily — 5th  Week. 

Class— ATTENTION! 

Left— FACE!     1,  2,  etc. 

Right— FACE!     1,2.     1,  2,  Etc. 

In  place— REST!     Class— ATTENTION  1 

Beginning  with  the  left  foot,  alternate. 

Heels— RAISE!  SINK!     (Count  1,  2.     1,  2.     Etc.) 

Class— HALT !     POSITION  ! 

Feet— CLOSE!    Arms  upward— BEND! 

Arms  upward— STRETCH  !     BEND !    STRETCH  !    POSITION  ! 

Hips  firm  and  deep  breathing. 

Lesson  VI.  10  Minutes.  Daily— 6th  Week. 

Class— ATTENTION ! 

Left  about— FACE!     1,2.     Etc. 

Hips  firm  and  feet  sideways — JUMP! 

Trunk  forward— BEND!    RAISE!    BEND!    RAISE!    POSITION! 

Arms  sideways  raise  and  heels — RAISE ! 
Arms  and  heels — SINK! 

Hips— FIRM ! 

With  a  deep  breath,  head  backward — PULL! 

Head  to  position  and  EXHALE! 

GAME— VOLLEY  BALL  SEAT  RELAY  I^C&— PAGE  135 


66 


PHYSICAL  EDUCATION  COMPLETE 


Lesson  VII.  10  Minutes.  Daily— 7th  Week. 

Class— ATTENTION !    Right  about— FACE!    1,2.    1,2.    Etc. 

Hips— FIRM!    Feet  sideways— JUMP  ! 

Trunl<  forward- BEND !     RAISE!     BEND!    RAISE! 

Hands   and   feet  quickly— POSITION  1 

In  place— REST! 

Arms  forward — BEND! 

Arms  sideways  fling  and  heels — RAISE! 

BEND!     FLING!     Etc. 

Hands  and  feet  quickly— POSITION ! 

Hips  firm  and  slow,  deep  breathing. 

GAME— "I  SAY  STOOP!"— PAGE  134 


Lesson  VIII.  10  Minutes. 

Class— ATTENTION ! 
Left  about— FACE!    1,2. 
Right  about— FACE !     1,2. 

Hips  firm  and  feet  sideways — JUMP! 
Left  hip  and  right  neck — FIRM  ! 
CHANGE!     CHANGE!     Etc.     POSITION! 

Arms  sideways— RAISE  !     Hands— TURN  ! 
Arms  upward — RAISE!    Arms  sideways — SINK! 
Hands— TURN!    POSITION! 

SKIP  ABOUT  THE  ROOM. 
DEEP  BREATHING. 


Daily— 8th  Week. 


Lesson  IX. 

Class— ATTENTION ! 


10  Minutes. 


Daily— 9th  Week. 


One  step  forward — MARCH  !     (Left,  right.) 

Left— FACE!     1,2. 

One  step  to  the  left— MARCH ! 

Left— FACE!     1,2. 

Left— FACE!     1,2. 

Left— FACE!     1,2. 

In  place— REST!     POSITION! 

Alternate  toe-raising — RAISE!     1,  2.     1,  2.     1,  2. 
Class— HALT !     POSITION  ! 

Hips  firm  and  feet— CLOSE ! 

Heels— RAISE!     SINK!     RAISE!     SINK!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  67 

Arms  forward,  upward — RAISE!     SINK! 
(Inhale  as  raise  and  exhale  as  lower.) 

Lesson  X.  10  Minutes.  Daily— 10th  Week. 

Class— ATTENTION ! 

Four  steps  forward,  beginning  with  the  left  foot — MARCH!     1,  2,  3,  4. 

Right  about— FACE !    1,2. 

Four  steps  forward— MARCH !     1,  2,  3,  4. 

Right— FACE!     1,2.     Right— FACE!     1,2. 

Hips— FIRM  !    Head  backward— PULL !    Head  to— POSITION ! 

Repeat,  counting  1,  2,  etc. 

POSITION! 

Arms  sideways  and  downward — STRETCH !     1,  2,  3,  4. 
POSITION! 

Deep  breathing. 

Run  about  the  room  in  single  file. 

SLOW  MARCHING. 

Lesson  XL  10  Minutes.  Daily — 11th  Week. 

Class— ATTENTION!     Right— DRESS!     Eyes— FRONT! 
POSITION! 

Hips— FIRM !    Trunk  forward— BEND  !    RAISE !    Etc.    POSITION ! 

Arms  upward— BEND  !     Sideways— STRETCH  ! 
BEND!     STRETCH!     Etc.     POSITION! 

Hips— FIRM!    Heels— RAISE!    Knees— BEND  ! 
Knees— STRETCH  !     Heels— SINK !     POSITION  ! 

Arms  sideways — RAISE ! 

Arm— ROTATION !     1,2.    POSITION! 

Hips— FIRM!     Feet  sideways— JUMP! 

Trunk  forward— BEND ! 

Arms  forward— BEND !     FLING!     Etc.     POSITION!! 

Mark  time— MARK!    About  the  room,  forward— MARCH  ! 
March  to  position. 

Arms  overhead  to  circle — RAISE !    Inhale  as  raise. 
Arms — SINK  !     Exhale  as  sink. 
Repeat  very  slowly. 


68  PHYSICAL  EDUCATION  COMPLETE 

Lesson  XII.  10  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !     Feet— CLOSE!     Or'EN! 
Head— FIRM!    Hips— FIRM  ! 
Arms  sideways — RAISE!    SINK! 

Hips— FIRM  !    Head  backward— PULL !    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc. 
POSITION!     In  place— REST! 

Arms   upward— BEND!     Sideways— STRETCH !     POSITION! 

Arms  sideways  AND  heels— RAISE!    SINK!    RAISE!    SINK! 
POSITION ! 

Left  arm  forward  and  upward — FLING! 
Arms— CHANGE!    POSITION! 

Hips  firm  and  feet— CLOSE ! 

Trunk   to  the   left— TWIST!  Forward— TWIST ! 

Trunk  to  the  right— TWIST  !  Forward— TWIST  ! 

POSITION! 

Hips  firm  and  heels— RAISE!     SINK!     RAISE!     SINK! 
POSITION ! 

Hips  firm  and  with  a  deep  breath,  chest — RAISE! 
Slowly— SINK! 

Lesson  XIII.  10  Minutes.  Daily— 13th  Week 

Class— ATTENTION  !     Left— FACE!     Right— FACE! 
Left— DRESS!    Right— DRESS  !    POSITION! 

Hips  firm  and  feet  sidcwavs — PLACE!     1,  2. 
Head  backward— PULL! '   Head  to— POSITION! 
Repeat,  counting  1,  2,  etc. 
Arms  forward— BEND  !     Sideways— FLING  ! 
POSITION !      In  place— REST ! 

Hips— FIRM  !    Left  knee  upward— BEND  I 
Downward— PLACE !     1.  2.     1,  2. 
Repeat  with  the  right.    POSITION! 

Arms  upward — BEND!     (Count  1.) 

Left  arm  upward  and  right  arm  sideways — STRETCH !     (2) 

BEND!  (3)     STRETCH!  (4)     POSITION! 

Repeat,  using  right  arm  for  upward — STRETCH ! 

Hips  firm  and  heels — RAISE  ! 

Mark  time— MARK!     1,2.     L  2.     1,2.     L  2.    Etc. 

Class— HALT!     1,2.    Heels— SINK!    POSITION! 

With  a  deep  breath,  arms  sideways — RAISE!     SINKl 


FOR  SCHOOLS  AND  PLAYGROUNDS  69 

Lesson  XIV.  10  Minutes.  Daily— 14th  Week. 

Class— ATTENTION ! 

Left   foot  sideways— PLACE!     REPLACE! 

Repeat  with  the  right  foot. 

Hips— FIRM  !    Head  backward— PULL !    Head  to— POSITION ! 

Repeat,  counting  1,  2,  etc. 

Head  to  the  left— BEND!     RAISE! 

Head  to  the  right— BEND!     RAISE!     POSITION! 

Arms  forward— BEND!     FLING! 

Hips— FIRM!     Trunk  to  the  left— TWIST! 

Forward— TWIST ! 

Repeat  to  the  right— POSITION ! 

Head— FIRM!     Left  foot  forward— PLACE !     REPLACE! 
Repeat  with  the  right  foot.     POSITION! 

Arms    sideways— RAISE!     Trunk   forward— BEND !     RAISE! 

BEND !     RAISE !     Etc. 

POSITION! 

Hips  firm  and  heels — RAISE! 
Astride— JUMP!     1.  2.     1,  2.     Etc. 
Class— HALT!     1,2.     Heels— SINK! 
Hands  and  feet  quickly— POSITION ! 
Deep,  slow  breathing. 

GAME— COLORS— PAGE  145 

Lesson  XV.  10  Minutes.  DaUy— 15th  Week. 

Class— ATTENTION ! 

Left— FACE!     1,2.     Right— FACE !     1,2. 

Hips — FIRM  I     Alternate  toe-raising — GO!     1,2.     1,2. 
Class— HALT!     1,2.     POSITION! 

Arms   upward— BEND!     Sideways— STRETCH !     BEND!     STRETCH! 
POSITION ! 

Hips— FIRM!     Left     knee    upward— BEND  !     Downward— STRETCH  ! 
CHANGE!     (Count  1,  2,  3,  4.)     POSITION! 

Arms  forward,  upward— FLING !     LOWER!     1,  2.     1,  2.     1,  2. 

Right  hip  and  left  head— FIRM  ! 

With  a  deep  breath,  trunk  lift  and  to  the  left — 

BEND!     RAISE!     BEND!     RAISE! 

Repeat  to  the  right— POSITION  ! 

Hips  firm  and  feet  sideways — JL^MP! 


70  PHYSICAL  EDUCATION  COMPLETE 

Heels— RAISE!     SINK!     RAISE!     SINK! 
Hands  and  feet  quickly— POSITION ! 

With  a  deep  breath,  arms  sideways — RAISE!     SINK! 

MARCHING. 

Lesson  XVI.  10  Minutes.  Daily— 16th  Week. 

Class— ATTENTION !     Hips— FIRM!     Head— FIRM  ! 
Feet— CLOSE !     Feet— OPEN  ! 

Hips  firm  and  feet  sideways — JUMP ! 

Heels— RAISE!     Heels— SINK!     POSITION! 

Arms  sideways— RAISE !     SINK!     RAISE!     SINK!     Etc. 

Hips— FIRM!     Left  foot  sideways— RAISE! 

Hop  on  the  right,  twice.     Change  to  the  left  and  hop,  twice. 

Class— HALT!     1,2.     POSITION! 

Arms  upward — BEND!     (Count  1.) 
Arms   sideways — STRETCH  !     (Count  2.) 
Arms— BEND!     (Count  3.) 
Arms  downward— STRETCH  !     (Count  4.) 
POSITION ! 

Head— FIRM  !    Trunk  lift  and  to  the  left— TWIST! 
Forward— TWIST ! 
Repeat  to  the  right. 
POSITION! 

Hips— FIRM!    Heels— RAISE!    Astride— JUMP !    1,2.    1,2.    1,2.    Etc. 

Class— HALT!     1,2.     POSITION! 

Deep  breath,  chest— R.A.ISE !     SINK!     RAISE. I     SINK!     Etc. 

Lesson  XVII.  10  Minutes.  Daily— 17th  Week. 

Class— ATTENTION ! 
Left— FACE !     Right— FACE ! 

Hips— FIRM!     Heels— RAISE!     Quick   running  in  place— GO! 
Class— HALT!     1,2,3,4.     POSITION! 

Hips  firm  and  feet— CLOSE! 

With  a  deep  breath,  head  backward— PULL !     Head  to— POSITION! 

Repeat,  counting,  1,  2,  etc. 

Hands  and  feet— POSITION ! 

Head— FIRM!     Heels— RAISE!     Knees— BEND!     Knees— STRETCH ! 
Heels— SINK!     POSITION! 

Arms  forward— BEND!     FLING!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  71 

Wood  Play.     (Imitate  sawing  wood.) 

Arms  circle  overhead  and  INHALE. 
Arms  lower  and  EXHALE. 

MARCH  ABOUT  THE  ROOM. 

Lesson  XVIIL  10  Minutes.  DaUy— 18th  Week. 

Class— ATTENTION ! 

One  step  forward— MARCH !     (Left,  right.) 
One  step  backward— MARCH ! 
Left— FACE !     Right— FACE ! 

Hips— FIRM!     Left  foot  outward— PLACE! 

Foot— REPLACE !     POSITION  ! 

Repeat  with  the  right  foot  and— POSITION ! 

Hips— FIRM!     Head  backward— PULL  !     Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.     POSITION  ! 

Arms  sideways  and  downward— STRETCH !     1,  2,  3,  4.     POSITION  ! 

Hips— FIRM!     Left  knee  upward— BEND!     Downward— PLACE ! 
Repeat  with  the  right  foot— POSITION ! 

Feet  sideways  jump  and  head — FIRM  ! 

Trunk  forward— BEND !     RAISE!     BEND!     RAISE!     POSITION! 

Left  foot  forward— PLACE ! 

Heels— RAISE!     SINK!     Count  1,  2,  etc. 

Foot— REPLACE! 

Right   foot  forward— PLACE  !     Repeat. 

Foot— REPLACE !     POSITION  ! 

DEEP  BREATHING. 

Lesson  XIX,  10  Minutes.  DaQy— 19th  Week. 

Class— ATTENTION ! 

Slowl}-  run  about  the  room  and  return  to  place. 

ATTENTION !     Head— FIRM  !     Hips— FIRM  ! 

Left  hip  and  right  head— FIRM !     CHANGE!     CHANGE! 

POSITION! 

Arms  forward— BEND !     FLING!     BEXD!     FLING!     POSITION! 

Arms  upward  fling  and  feet— CLOSE!     POSITION! 

Arms  sideways  stretch  and  heels — RAISE! 
Arms  bend  and  heels — LOWER  ! 
I,  2,  3,  4.     1,  2,  3,  4. 


72  PHYSICAL  EDUCATION  COMPLETE 

Class— HALT!       1,2,3,4!     POSITION! 

Hips— FIRM  ! 

Left  leg  sideways— RAISE!     LOWER!     R.\ISE1     LOWER! 

Repeat  with  the  right.     POSITION ! 

Hips  firm  and  feet  astride— JUMP !     1,  2,  3,  4. 
Class— HALT !     1,  2,  3,  4.     POSITION  I 

Arm  raising  sideways,  hand  turning  and  deep  breathing. 

Lesson  XX.  10  Minutes.  Daily— 20th  Week. 

Class— ATTENTION  !    Feet— CLOSE!    Feet— OPEN  ! 
Left— FACE!     Right  about— FACE!     Left— FACE! 

Arms  sideways  raise  and  trunk  to  the  left — BEND! 
RAISE!     BEND!     RAISE! 
Repeat  to  the  right. 
POSITION  ! 

Hips— FIRM!      Heels— RAISE!     Knees— BEND!      Knees— STRETCH  ! 
Heels— SINK!    POSITION! 

Hips  firm,  trunk  lift  and  to  the  left— BEND  !     R.\ISE ! 

Trunk  lift  and  to  the  right— BEND!     RAISE!     BEND!     RAISE! 

POSITION ! 

Arms  sideways— FLING!     SINK!     FLING!     SINK! 

Arms  upward— BEND!     Sideways— STRETCH  !     Hands— TURN  ! 
Arms  upward— RAISE  !     POSITION  ! 

Head— FIRM!     Feet  sideways— PLACE  !     Heels— RAISE! 
Heels— SINK!     RAISE!     SINK!     POSITION! 

.^rms  forward  bend  and  INHALE! 
Sideways  fling  and  EXHALE! 
1,2.     1,2.     1,2. 
POSITION ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  73 

TWENTY  LESSONS   IN  GYMNASTICS  FOR  GRADE  V. 

Lesson  1.  15  Minutes.  Daily — 1st  Week. 

(Repeat  all  exercises  several  times.) 

Class— ATTENTIOxN!     Left— FACE!     Right— FACE! 
Left— DRESS!     FRONT!     Right— DRESS !     FRONT! 

Hips— FIRM  !     Feet— CLOSE !     Feet— OPEN ! 
Alternate  heels  then  toes— RAISE!     1,  2.     1,  2. 
POSITION ! 

Arms  sideways— STRETCH !     Count  2—1,  2—1,  2,  etc. 

Hips— FIRM!     Heels— RAISE!     Knees— BEND!     Knees— STRETCH! 
Heels— SINK !     POSITION  ! 

Head— FIRiM!     Hips— FIRM  ! 

Left  head  and  right  hip— FIRM  !     CHANGE !     CHANGE ! 

POSITION! 

Hips— FIRM!     Trunk  lift  and  to  the  left— BEND!     RAISE! 
Trunk  lift  and  to  the  right- BEND!     RAISE!     Alternating. 
POSITION ! 

Hips— FIRM!     Astride— JUMP!     Count    1    Heels— RAISE! 
2— Knees— BEND !     3^Knees— STRETCH  !     4— Heels— SINK! 

Arms  sideways  raise  and  slowly  INHALE! 
Arms  sink  and  EXHALE  1 

Lesson  II.  15  Minutes.  Daily — 2nd  Week. 

Class— ATTENTION  !     Left  foot  forward— PLACE!     REPLACE! 
Right  foot  forward— PLACE !     REPLACE! 
Left— FACE!     Right— FACE! 

Hips— FIRM!    Head  backward— PULL!     Head  to— POSITION  ! 
Repeat,  counting  1,2,  etc.     POSITION! 

Hips  firm  and  feet  sideways — PLACE  ! 

Arms  forward— BEND !     FLING!     BEND!     FLING! 

Hands  and  feet  quickly— POSITION ! 

Hips— FIRM!    Heels— RAISE!    Knees— BEND!    Knees— STRETCH! 
Heels— SINK!     POSITION! 

Arms  half  forward — BEND! 

Arm— ROTATION !     1,  2—1,  2,  etc.     POSITION! 


74  PHYSICAL  EDUCATION  COMPLETE 

Hips— FIRM!     Feet  sideways— PLACE! 
Trunk  lift  and  to  the  left— BEND!     RAISE! 
Repeat  to  the  right.     POSITION! 

Heels— RAISE!     Quick  mark  time— MARK! 
Class— HALT!     1,2,3,4.     POSITION! 

Hips— FIRM!     With  a  deep  breath,  heels— RAISE! 
Heels— SINK!  and  EXHALE! 


Lesson  III.  15  Minutes.  Daily — 3rd  Week. 

Class— ATTENTION  !     Left— DRESS!     FRONT!     Right— DRESS! 
FRONT!     Hips— FIRM!     Head— FIRM  !     POSITION! 

Hips— FIRM  !     Head  backward— PULL !     Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Arms  forward— BEND!     FLING!     BEND!     FLING!     (Quick  time.) 
POSITION ! 

Hips— FIRM!     Left   knee   upward— BEND!     Forward— STRETCH  ! 
BEND  !     Downward— STRETCH  !     Repeat  with  the  right.     POSITION  ! 

Arms  half  forward— BEND  ! 

Arm— ROTATION !     1,  2.     1,  2.     POSITION! 

Feet  close  and  hips — FIRM  ! 

Trunk  lift  and  to  the  left— BEND !     RAISE! 

Repeat  right.     POSITION ! 

Hips— FIRM  !     Heels— RAISE ! 

Left  foot  forward  and  right  foot  backward — JUMP! 

CHANGE !— to  the  count  2.     1,2.     1,2.     1,2.     Class— HALT  !     1,2. 

Hands  and  feet  quickly— POSITION ! 

Arms  sideways  raise  and — INHALE  ! 
Arms  sink  and — EXHALE! 

SLOW  MARCHING  ABOUT  THE  ROOM 


Lesson  IV.  15  Minutes.  Daily — 4th  Week. 

Class— ATTENTION  !     Left— FACE!     Right— FACE! 
Left  about— FACE!     Right  about— FACE! 

Hips— FIRM!     Head  to  the  left— BEND!     RAISE!     etc. 
Repeat  to  the  right.     POSITION! 
Head  backward— PULL !     Head  to— POSITION ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Arms    forward— BEND!     FLING!     BEND!     FLING!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  75 

Left  arm  sideways  and  right  arm  upward — STRETCH ! 
CHANGE!     (To  count  1,  2.)     Class— HALT!     POSITION! 

Left  hip  and  right  head— FIRM  ! 
Trunk  to  the  left— TWIST!     Forward— TWIST ! 
Hands  change  and  trunk  to  the  right — TWIST ! 
Forward— TWIST !     POSITION! 

Hips— FIRM!     Heels— RAISE!     Astride— JUMP!     1,  2.     1,  2.     1,  2. 
Class— HALT!     1,2.     POSITION! 

SLOW  MARCHING  ABOUT  THE  ROOM. 


Lesson  V.  15  Minutes.  Daily — 5th  Week. 

Class— ATTENTION !     Left— FACE!     Feet— CLOSE!     Feet— OPEN  ! 
Right— FACE ! 

Hips— FIRM!     Head  to  the  left— TWIST! 
Head  backward— PULL !     POSITION! 

(Is  done  by  pulling  the  head  back  in 

the  direction  of  the  opposite  shoulder.) 
Repeat  to  the  right.     POSITION ! 

Arms  upward  and  backward — STRETCH!     1,  2.     1,  2.     1,  2. 
Class— HALT!     1,2.     POSITION! 

Hips— FIRM!     Left  leg  height  of  hip— RAISE!     SINK! 
RAISE!     SINK!     Repeat  to  the  right.     POSITION! 

Hips  firm  and  feet  sideways— JUMP !     Heels— RAISE! 
Trunk  forward— BEND ! 

Arms   forward— BEND !     FLING!     BEND!     FLING! 
Trunk— RAISE  !     Hands  and  feet  quickly— POSITION  ! 

Left  foot  forward— PLACE !  and  head— FIRM  ! 

Trunk  to  the  left— TWIST!     Forward— TWIST  ! 

Feet— CHANGE!     Trunk   to   the   right— TWIST!     Forward— TWIST ! 

Hands  and  feet— POSITION  ! 

DEEP  BREATHING. 


Lesson  VI.  15  Minutes,  Daily— 6th  Week. 

Class— ATTENTION !     Feet— CLOSE !     Feet— OPEN  ! 
Left  about— FACE !     Right  about— FACE ! 

Hips— FIRM!     Left  foot  forward— PLACE!     Heels— RAISE!     SINK! 
1,2.     1,2.     Feet— CHANGE!     1,2.     1,2.     Class— HALT!     1,2. 
POSITION! 


76  PHYSICAL  EDUCATION  COMPLETE 

Hips— FIRM!     Feet  sideways— JUMP  ! 

Head  to  the  left— BEND!    RAISE!     BEND!    RAISE! 

Repeat  to  the  right. 

Hands  and  feet,  quickly— POSITION  ! 

Hips— FIRM!     Heels— RAISE!     Knees— BEND!     Knees— STRETCH  ! 
Heels— SINK!    1,2,3,4.    1,2,3,4.    POSITION! 

Hips  firm  and  feet  sideways — PLACE!     1,  2. 

HeeLs— RAISE!     Knees— BEND!     Knees— STRETCH  !     Heels— SINK! 

POSITION! 

In  place— JUMP ! 

(Count  1,  Heels— RAISE!  Count  2,  Knees— BEND !  Count  3, 
JUMP!  Count  4,  Land  on  toes  and  bend  knees.  Count  5, 
Knees— STRETCH  !     Count  6,  Heels— SINK  !) 

Arms  sideways  raise  and — INHALE  ! 
Sink  and— EXHALE ! 

MARCH  ABOUT  THE  ROOM. 

Lesson  VII.  15  Minutes.  Daily— 7th  Week. 

Class— ATTENTION!     Left— DRESS!     FRONT!     Right— DRESS  ! 
FRONT!    Left  about— FACE!    Right  about— FACE!    POSITION! 

Arms  sideward,  upward  raise  and  heels — RAISE ! 
Arms  and  heels — SINK! 

Hips— FIRM  !    Head  backward— PULL !    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.    POSITION  ! 

Arms  upward,  sideward  and  downward — STRETCH!     1,  2,  3,  4,  5,  6. 
POSITION! 

Hips— FIRM!    Feet  sideward— PLACE!    Heels— RAISE! 
Knees— BEND!     Knees— STRETCH !     BEND!    STRETCH! 
Heels— SINK!    POSITION! 

Arms  sideward  and  upward — RAISE!    Trunk  forward — BEND! 
RAISE!    BEND!    RAISE!    POSITION! 

Hips— FIRM!    Toes— RAISE!    1,2.    1.2.    POSITION! 

Arms  overhead,  circle  and — INHALE! 
Arms  sink  and— EXHALE  ! 

SKIP  ABOUT  THE  ROOM. 

Lesson  VIII.  15  Minutes.  Daily— 8th  Week. 

Class— ATTENTION !     Left— FACE !     Right— FACE !     Feet— CLOSl'l ! 
Feet— OPEN!     Left  foot  sideways— PLACE !     REPLACE! 
Right  foot  backward— PLACE!     REPLACE' 


FOR  SCHOOLS  AXD  PLAYGROUNDS  77 

Hips— FIRM!     Feet  sideways— JUMP!     Head  backward— PULL  ! 
Head  to— POSITION !     Repeat,  counting  I,  2,  etc. 
Hands  and  feet  quickly— POSITION ! 

Arms  forward— BEND  !     Sideways— FLING !     BEND!     FLING! 
POSITION! 

Head— FIRM!    Left  foot  sideways— RAISE !    SINK!    RAISE!    SINK! 
Repeat  with  the  right.     POSITION! 

Hips  firm  and  feet  sideways — JUMP! 

Arms  forward  and  upward— FLING  1    LOWER !    FLING !    LOWER ! 

POSITION ! 

Arms  forward  bend  and  feet — CLOSE! 
Sideways  fling  and  feet— OPEN  !     POSITION  ! 

Hips— FIRM!    Heels— RAISE!    Feet  astride— JUMP!    1,2.     1,2. 
Class— HALT!     1,2.    POSITION! 

Hips— FIRM!    Left  leg  backward— RAISE!     SINK! 
Repeat  with  the  right  leg.     POSITION! 

Arms  sideward  and  upward  raise  and — INHALE ! 
Arms  lower  and — EXHALE  ! 

Lesson  IX.  15  Minutes.  Daily— 9th  Week. 

Class— ATTENTION  !    Arms  upward— BEND  !    POSITION  ! 
Feet— CLOSE !     Feet— OPEN  !     ATTENTION  ! 

Feet  sideways  place  and  arms  sideways — STRETCH  !     1,  2. 

Heels— RAISE!     Knees— BEND  !     Knees— STRETCH  !     Heels— SINK! 

Hands  and  feet  quickly— POSITION ! 

Hips— FIRM!    Head  backward— PULL !    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Arms  sideward  and  downward — STRETCH  !    1,  2,  3,  4.    Class — HALT  ! 
1,2.    POSITION! 

Arms  half  sideward— BEND  ! 

Arm— ROTATION !     1,2.     1,2.     Class— HALT!     1,2.     POSITION! 

Arms  forward  bend  feet  sideward — JUMP ! 

Arms  sideward  fling  and  heels — RAISE!     Arms  bend  and  heels— SINK! 

1,2.     1,2.    POSITION! 

Hips— FIRM  ! 

High  knee  upward  bending,  beginning  with  the  left  foot — GO! 

1,2.     1,2.     1,2.    Class— HALT!     1,2.     POSITION! 

Arms  sideward  overhead,  circle  and — INHALE! 

Lower  and — EXHALE! 


78  PHYSICAL  EDUCATION  COMPLETE 

Lesson  X.  15  Minutes.  Daily — 10th  Week. 

Class— ATTENTION!  Arms  sideward— RAISE!   SINK!   Feet— CLOSE! 
Feet— OPEN!     Right   about— FACE!     Left   about— FACE! 

Head— FIRM  !    With  a  deep  breath,  trunk  Hft  and  to  the  left— BEND! 
RAISE!     BEND!     RAISE!     Repeat  to  the  right.     POSITION! 

Arms  upward  and  sideward— STRETCH !     BEND!     STRETCH! 
POSITION ! 

Hips— FIRM  !     Left  knee  upward— BEND  !     Forward— STRETCH  ! 

BEND  !     Downward— STRETCH  ! 

Repeat  with  the  right,  alternately.     POSITION  I 

Feet  sideways — PLACE  ! 

Trunk    forward — BEND!     Arms    forward   and    upward — FLING! 

RETURN !     FLING !     RETURN ! 

Trunk— RAISE !     POSITION ! 

Hips— FIRM!     Left   foot   sideways— RAISE! 
Hop  twice  on  the  right  and — CHANGE! 
Hop  twice  on  the  left  and — CHANGE! 
Class— HALT!     1,  2.     POSITION! 

Arms  forward  bend  and — INHALE! 
Arms  sideways  fling  and — EXHALE! 

Lesson  XL  15  Minutes.  Daily — 11th  Week. 

Class— ATTENTION  !    Left— FACE!    Right— FACE!    Feet— CLOSE! 

Feet— OPEN!    Heels— RAISE!    Heels— SINK! 

Heels — RAISE!     Knees  bend  and  arms  sideward,  upward — RAISE! 

Knees  stretch,  arms  and  heels — SINK! 

POSITION! 

Head— FIRM!     With   deep   breath,    chest— RAISE!     SINK! 
RAISE!     SINK!     POSITION! 

Heels    raise,   arms    forward   and   upward — FLING !    LOWER !    etc. 
POSITION ! 

Left  arm  upward  and  right  arm  backward — STRETCH  ! 
CHANGE!     1,2,3,4.     POSITION! 

Hips— FIRM  !     Heels— RAISE  ! 

Hop  on  right  foot  and  left  foot  sideward — RAISE! 

(Quick  change,  alternating — count  1.2;  1,2;  1,2.  Class — HALT !  1,  2.) 
POSITION ! 

Arms  sideward  raise  and — INHALE! 
Arms  lower  and — EXHALE! 


FOR  SCHOOLS  AND  PLAVGROUXDS  79 

Lesson  XII.  15  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !    Mark  time— MARK!    1,2.     1,2.    Class— HALT  ! 
1,2.     Left— FACE!     Feet— CLOSE!     Feet— OPEN  !     Right— FACE! 

Arms  sideward  raise  and  feet — CLOSE ! 

Head    backward— PULL  !      Head    to— POSITION  ! 

Repeat,  counting  1,  2,  etc.     Hands  and  feet — POSITION! 

Arms   sideward — downward   and   backward — STRETCH  ! 

Hips— FIRM!     Left  foot  forward— PLACE! 

Heels— RAISE!     Knees— BEND!     Knees— STRETCH  '     Heels— SINK  1 

POSITION!     Repeat  with  the  right.     POSITION! 

Arms  upward— BEND!     Left  arm  sideward— STRETCH  ! 
Arms— CHANGE!     1,2,3,4.     Class— HALT!     1.2.     POSITION! 

Arms  sideways — RAISE ! 

Left  leg  backward— RAISE!     Left  leg  downward— PLACE  ! 

Repeat  with  the  right.     POSITION  ! 

Arms   upward   stretch   and    feet   sideways — PLACE ! 

Trunk  forward— BEND!     RAISE!     BEND!     RAISE!     POSITION! 

Left  foot  forward— PLACE !     Heels— RAISE!     QUICK  CHANGE! 
(Jumping  exercise.) 

Hips— FIRM  !    Slowly  INHALE !  and  EXHALE !    POSITION ! 


Lesson  XIII.  15  Minutes.  Daily— 13th  Week. 

Class— ATTENTION !    Arms  sideways— RAISE!     LOWER! 

Left  foot  forward— PLACE !  REPLACE !   Right— FACE !   Left— FACE ! 

Hips— FIRM!     Head   to   the   left— TWIST!     Forward— TWIST  ! 
Repeat  to  the  right.     POSITION ! 

Arms  sideward  stretch  and  heels — RAISE! 
Arms  bend  and  heels — SINK! 

Hips— FIRM  ! 

Deep  breath  and  chest— RAISE!   SINK!   RAISE!   SINK!   POSITION! 

Hips— FIRM!     Left  foot  sideward— PLACE! 
Trunk  to  the  left— TWIST!     Forward— TWIST! 
Repeat  to  the  right.     POSITION! 

Arms  upward,   sideward — RAISE!      (Inhale) 
Arms— SINK!      (Exhale) 

SKIP  ABOUT  THE  ROOM. 


80  PHYSICAL  EDUCATION"  COMPLETE 

Lesson  XIV.  15  Minutes.  Daily— 14th  Week. 

Class— ATTENTION !    Left— DRESS!    FRONT!    Right— DRESS! 
FRONT!     Feet— CLOSE!     Feet— OPEN!     Heels— RAISE!     SINK! 

Hips— FIRM!    Head  to  left— BEND!  RAISE!     POSITION! 
Repeat  to  the  right.    POSITION ! 

Hips— FIRM  1     Feet  sideways— PLACE! 

Trunk   forward— BEND !     Head— ROTATION !     1,  2.  3,  4. 

Trunk— RAISE!     Hands  and  feet  quickly— POSITION  ! 

Hips— FIRM!    Feet  sideways— PLACE ! 

Head  backward— PULL !    Head  to— POSITION  ! 

Repeat,  counting  1,  2,  etc.     POSITION! 

Left  hip.  right  head— FIRxM  ! 

Trunk   lift  and  to  the  left— BEND!     RAISE! 

Arms— CHANGE !     Repeat  to  the  right.     POSITION! 

Hips— FIRM!     With  a  deep  breath,  chest— RAISE!     SINK! 
POSITION! 


Lesson  XV.  15  Minutes.  Daily— 15th  Week. 

Class— ATTENTION  !    Count  off  by  twos— START!    1,2.     1,  2. 
Head— FIRM!      Hips— FIRM  !     CHANGE!     CHANGE!     POSITION! 

Hips— FIRM!     Head  backward— PULL!     Head   to— POSITION  ! 

Arms  sideward  and  downward — STRETCH  ! 

Hips— FIRM!     Heels— RAISE!     Knees— BEND!     Knees— STRETCH  ! 
Heels— SINK  !     POSITION  ! 

Trunk  forward— BEND  !     Arms  sideways— RAISE  ! 
Arms  downward— SINK!     Trunk— RAl'SE! 

Hips— FIRM!     Left  foot  forward— PLACE  ! 

Feet— CHANGE!    Count  1,  2—1,  2,  etc.     POSITION! 

Head— FIRM!     Trunk  to  the  left— BEND!     RAISE! 
Repeat  to  the  right.     POSITION ! 
Count  1,  2,  3,  4. 

Head— FIRM!     Feet   sideways— PLACE  I     Knees— BEND! 

Knees— STRETCH ! 

Hands  and  feet,  quickly— POSITION ! 

Arms   sideward,  upward — RAISE! 
Arms  downward— SINK!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  81 

Lesson  XVI.  15  Minutes.  Daily— 16th  Week. 

Class— ATTENTION  !     Right— FACE !     Right  alx.ut— FACE ! 
Left  about— FACE!     Left— FACE! 

Arms  sideward- -RAISE !     Head  to  the  left— TWIST! 

Head  bacl<vvard— PULL !     Forward  and  to  the  right— TWIST! 

Head  backward— PULL !     Forward— TWIST !     POSITION! 

Arms   downward,   sideward   and   upward — STRETCH ! 

Left  knee  upward— BEND!     Forward— STRETCH  !     Knee— BEND  ! 
Downward — STRETCH  !     Repeat  with  the  right. 

In  place— JUMP!     1,  2;  1,  2,  etc. 

Heels— RAISE!     Quick  time— in  place— MARCH  ! 

With  a  deep  breath,  arms  sideward— RAISE !     SINK! 

Lesson  XVH.  15  Minutes.  Daily— 17th  Week. 

Class— ATTENTION!    Heels— RAISE!    Hips— FIRM  !    Heels— SINK! 
Head— FIRM  !     POSITION  ! 

Hips— FIRM!     Alternate  toe-raising— START !     1,  2;  1,  2,  etc. 
Class— HALT !    POSITION ! 

Head— FIRM!     POSITION!    Hips— FIRM !     POSITION! 

Hips— FIRM  !    Left  knee  upward— BEND  ! 

Foot  downward — PLACE  ! 

Repeat  with  the  right— POSITION ! 

Arms  sideward— STRETCH  !  Feet  sideways— PLACE  ! 
Trunk  forward- — BEND!  Arm  rotation — 1,  2 — 1,  2,  etc. 
Trunk— RAISE! 

Hips— FIRM!     Head  backward— PULL!     Head  to— POSITION! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Head— FIRM!     Knees— BEND!     Knees— STRETCH  ! 
Knees— BEXD!     .STRETCH!     POSITION! 

Arms  sideward— STRETCH  ! 

Arm  circling  and  deep  breathing — 1,  2 — 1,  2,  etc. 

Arms — SINK! 


Lesson  XVI 11.  15  Minutes.  Daily— 18th  Week. 

Class— ATTENTION  !     Head— FIRM  !     Hips— FIRM  !     CHANGE! 
CHANGE!     Right— FACE!     Left— FACE!     POSITION! 


82  PHYSICAL  EDUCATION  COMPLETE 

Hips  firm  and  feet  sideways — PLACE! 

Head  backward— PULL  !  ^Head  to— POSITION! 

Hands  and  feet  cinickly— POSITION ! 

Arms  forward— BEND!    Arms  sideways— FLING  !     BEND  I     FLING! 

Hips— FIRM!     Left  knee  upward— BEND  !     Forward— STRETCH  I 
BEND!    CHANGE!  etc.     POSITION! 

Arms  lialf  forward — BEND!    Arm  rotation — 1,  2 — 1,  2,  etc. 

POSITION ! 

Head  firm  and  feet  sideways — PLACE!     1,  2. 

Trunk  lift  and  to  the  left— BEND!    RAISE! 

Repeat  to  the  right.     POSITION! 

Arms  circle  overhead  and — INHALE! 
Arms  lower  and — EXHALE! 

Lesson  XIX.  15  Minutes.  Daily— 19th  Week 

Class— ATTENTION  !     Heels— RAISE!     SINK!     In  place— REST! 
ATTENTION ! 

One  step  forward— MARCH  !     Right  about— FACE  ! 
One  step  forward— MARCH  !     Left  about— FACE! 

Hips— FIRM!     Left  forward— FALLOUT!     CHANGE!     POSITION! 

Arms  forward— BEND!     FLING!     BEND!    FLING!     POSITION! 

Arms  forward  and  upward — RAISE  !     SINK  ! 

Arms  forward— RAISE  !     Upward— FLING  !     Forward— SINK  ! 
POSITION ! 

Hips— FIRM!     Head  backward— PULL  !     Head  to— POSITION! 
Repeat,  counting  1,  2,  etc. 

Arms  upward  and  sideward— STRETCH  !     1,  2,  3,  4.     POSITION  ! 

Hips— FIRM  !    Jump  in  place— 1,  2,  3,  4,  5,  6.  7,  8. 

Hips — FIRM  !    Deep  breathing. 
POSITION ! 

Lesson  XX.  15  Minutes.  Daily— 20th  Week. 

Class— ATTENTION  !    Feet— CLOSE!    OPEN!    Heels— RAISE! 
SINK!    Head— FIRM!    Hips— FIRM  !    POSITION! 
Hips— FIRM  !     Alternate  heels  and  toes— RAISE  !     POSITION  ! 
Head— FIRM!     POSITION!     Right  head  and  left  hip— FIRM  ! 
CHANGE!     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  85 

Hips— FIRM!    Left  knee  upward— BEND!    Foot  downward— PLACE! 
POSITION! 

Arms   sideward— STRETCH  !     Feet   sideways— PLACE! 

Trunk  forward — BEND  !    Arm  rotation — 1,  2 — 1,  2,  etc. 

Trunk  upward— RAISE !     Hands  and  feet  quickly— POSITION  ! 

Head— FIRM!     Feet  sideways— PLACE ! 
Trunk  to  the  left— TWIST!    Forward— TWIST  ! 
Repeat  to  the  right.     POSITION! 

Head— FIRM!    Knees— BEND  !    Knees— STRETCH  1    POSITION! 

Arms  sideways — STRETCH  ! 

Arm  circling  and  deep  breathing — 1,  2 — 1,  2 — 1,  2,  etc. 

Arms  downward — SINK! 


CHAPTER  IV 


Gymnastic  Lessons  for  Grammar  Grades 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  VI 

Lesson  I.  15  Minutes.  Daily — 1st  Week. 

Class— ATTENTION !    Left— FACE!    Right  about— FACE! 

Left— FACE!    Head— FIRM  !    Hips— FIRM  !    CHANGE!    POSITION! 

Hips— FIRM!    Heels— RAISE!    Knees— BEND!    Knees— STRETCH  ! 
Heels— SINK! 

Hips— FIRM!     Head  to  the  right— BEND!     RAISE! 

Repeat  to  the  right.     POSITION! 
Arms  sideward,  upward — FLING!     Arms — SINK! 

Hips— FIRM!    Left  knee  upward— BEND  !    Downward— STRETCH! 
Alternate  left  and  right.     POSITION  ! 

Arms  sideward— STRETCH  !     Arms  upward— FLING  !     Arms— SINK! 

Head— FIRM!    Feet  sideways— JUMP  !     Head  backward- PULL  ! 

Head   to — POSITION!      Repeat,   counting   1,  2,   etc.     Hands   and    feet, 
quickly— POSITION ! 

Head— FIRM  !  Left  foot  forward— PLACE  !  Trunk  lift  and  to  the  left— BEND  ! 
RAISE!     Feet  change— 1 !  2!     Repeat  to  the  right      POSITION! 

Hips— FIRM!   Feet  sideways— JUMP!   Heels— RAISE!  SINK!  POSITION! 

Arms  forward  bend  and  INHALE!    Arms  sideward  fling  and  EXHALE! 

Lesson  II.  15  Minutes.  Daily — 2nd  Week. 

Class— ATTENTION !    Feet— CLOSE!    Heels— R.\ISE:    SINK! 

Feet— OPEN!     Hips  firm  and  feet  sideward— JUMP!     POSITION! 

Hips— FIRM!    Head  to  the  left— BEND!    RAISE! 
Repeat  to  the  right.     POSITION ! 

Arms  sideward— FLING  !    Upward— RAISE  !     SINK! 
Head  firm  and  feet  sideways— PLACE !     Toes— RAISE!     SINK! 
Hands  and  feet,  quickly— POSITION  ! 

Head— FIRM!    Feet  astride— JUMP  !    Trunk  forward— BEND! 
RAISE!    BEND!    RAISE!    POSITION! 

Head  firm  and  feet  sideway.s — JUMP! 

Trunk  lift  and  to  the  left— BEND !  RAISE! 
Trunk  lift  and  to  the  right— BEND  !  RAISE ! 
Hands  and  feet— POSITION  ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  85 

Hips— FIRM  !    Left  leg  sideways— RAISE  ! 

Cut  step  sideways,  to  the  count- 1,  2—1,  2— GO  !   Class— HALT  !    1,  2,  3. 
POSITION! 

Arm  raising-  sideways  and  deep  breathing.     1,  2 — 1,  2. 

Lesson  III.  15  Minutes.  Daily— 3rd  Week. 

Class— ATTENTION  !     Hips— FIRM  !    Arms  forward— BEND  ! 

Arms  upward— BEND!    Hips— FIRM  !    Left  foot  sideways— PLACE! 
Foot— REPLACE!    Right  foot  sideways— PLACE!    REPLACE! 
I'OSITION ! 

Hips  firm  and  left  foot  forward— PLACE!     (In  series— 1,  2,  3,  4.) 
Feet — CHANGE  !     Alternating  throughout  the  exercise. 

Hips— FIRM!     Head  to  the  left— BEND!     RAISE! 
Repeat  to  the  right.     POSITION  ! 

Arms  sideways  fling  and  heels — RAISE!     Arms  and  heels — SINK! 

Arms  upward  and  sidewaid — STRETCH! 

Left  leg  backwards— RAISE!    SINK!    POSITION! 
Repeat  to  the  right.     POSITION  ! 

Arms  sideways  fling  and  feet  sideways — PLACE!     I,  2. 
Trunk   fo'rward— BEND!     RAISE!     BEND!     RAISE! 
Hands  and  feet— POSITION  ! 

Head  firm  and  left  foot  forward — PLACE! 
Head  to  the  left— BEND! 
Feet  change  and  repeat  to  the  right.     1,  2.     POSITION! 

Hips  firm  and  heels— RAISE !     SINK!     RAISE!     SINK!     POSITION! 

Hips— FIRM!    With  a  deep  breath,  chest  raise!    SINK! 

Lesson  IV.  15  Minutes.  Daily — 4th  Week. 

Class— ATTENTION!    Heels— RAISE!     SINK!    Hips— FIRM  ! 
Right  hip  and  left  head— FIRM  !     POSITION  ! 

Arms  sideways  raise  and  head  to  the  left — TWIST! 

Forward— TWIST!    Repeat  to  the  right.     POSITION! 

Arms  half  forward— BEND  !    Arm  rotation— 1  !  2!  etc.     POSITION! 

Hips— FIRM!     Left  knee  upward— BEND! 

Forward— STRETCH !    BEND!    Downward— STRETCH! 
Repeat  with  the  right  foot.     POSITION! 

Hips    firm    and    feet   sideways — PLACE! 

Trunk  forward— BEND !     RAISE!     BEND!     R.\ISE! 


86  .  PHYSICAL  EDUCATION  COMPLETE 

Hands  and  feet  quickly— POSITION ! 

Hips  firm  and  feet  astride — JUMP! 

Head  backward— PULL!    Head  to— POSITION! 
Repeat,  counting  1,  2,  etc.    POSITION  ! 

Hips— FIRM  !     Left  leg  sideways— RAISE  I 

Cut  step  sideways,  to  the  count  1,  2 — 1,  2 — GO! 
Class— HALT!     1,2,3.    POSITION! 

Arms  sideways  raise  and  slowly — INHALE  ! 
Arms  lower  and — EXH.VLE! 

Lesson  V.  15  Minutes.  Daily — 5th  Week. 

Class— ATTENTION  !     Feet— CLOSE!     Hips— FIRM  !     Head— FIRM  ! 
Left  foot  forward— PLACE!    REPLACE! 
Right  foot  forward— PLACE !    REPLACE !    Feet— OPEN  !    POSITION ! 

Hips— FIRM  !    Feet  sideways— PLACE! 

Heels— RAISE!    Knees— BEND!    Knees— STRETCH  !    Heels— SINK! 
POSITION! 

Hips  firm  and  feet  sideways — PLACE!     Head  backward — PULL! 
Head  to— POSITION !    Repeat,  counting  1,  2,  etc. 
Hands  and  feet  quickly— POSITION  ! 

Left  arm  upward— STRETCH !     I,  2,  3,  4. 

Repeat  with  the  right.    Alternate  throughout  the  exercise. 

Arms  upward— BEND!    1. 

Arms  upward  stretch  and  left  leg  backward — R.\ISE!    2. 
Arms  bend  and  leg— SINK!    3.    POSITION!    4. 
Repeat  with  the  right  foot. 

Arms  upward  stretch  and  feet  sideways — PLACE!     1,  2. 

Trunk  forward— BEND!  RAISE!  Hands  and  feet,  quickly— I'OSITION ! 

Hips  firm  and  left  foot  forward — PLACE! 

Head  to  the  left— TWIST  !     Forward— TWIST  ! 

Feet— CHANGE!     1,2. 

Head  to  the  right— TWIST!     Forward— TWIST!     POSITION! 

Arms  upward— STRETCH!    Heels— RAISE!    Knees— BEND  I 
Knees— STRETCH!     Arms  and  heels— SINK! 

Arms  circle  overhead  and — INHALE  ! 

Arms  lower  and — EXHALE  !     (Slowly)- 


FOR  SCHOOLS  AND  PLAYGROUNDS  87 

Lesson  VI.  15  Minutes.  Daily — 6th  Week. 

Class— ATTENTION  !  Left  foot  backward— PLACE!     REPLACE! 

Rif^ht  foot  backward— PLACE !     REPLACE!    Arms  upward— BEND! 
Arms  half  sideways— BEND  !     Arms  half  forward — BEND! 
POSITION ! 

Arms  upward,  siileward,  downward  and  backward — STRETCH! 

Alternate  toe-raising — 1,  2 — 1,  2. 

Arms  half  sideways— BEND  !    Arms  rotate— 1 !  2 !  etc.     POSITION! 

Feet  astride  jump  and  head — FIRM  ! 

Trunk  hft  and  to  the  left— BEND!'  RAISE! 

Trunk  lift  and  to  the  right— BEND!    RAISE!    POSITION! 

Hips  firm  and  left  foot  forward— PLACE ! 

"  Heels— r^AISE!     Feet— CHANGE!      (Quickly.)      1,  2.     1,  2. 
Class— HALT!    1,2.    Heels— SINK!     POSITION! 

Hips— FIRM  !     Heels  slowly  raise  and— I-N-H-A-L-E. 
Heels  slowly  sink  and — E-X-H-A-L-E. 

Lesson  VII.  15  Minutes.  Daily — 7th  Week. 

Class— ATTENTION !     Trunk  forward  bend  and  hips— FIRM  ! 

Trunk  raise  and  hands— POSITION !     Heels— RAISE!     SINK! 
Toes- RAISE!    SINK!    POSITION! 

Hip.s— FIRM  !     With  a  deep  breath,  head  backward— PULL ! 
I  Head  to— POSITION  !     Repeat,  counting  1,  2,  etc,     POSITION  ! 

Arms  sideways  stretch  and  feet  astride — JUMP!     Hands — TURN! 
Trunk  forward— BEND !     RAISE!     BEND!    RAISE! 
Hands  and  feet  quickly— POSITION ! 

Hips— FIRM!    Left  foot  forward— PLACE  ! 

Head  backward— PULL  !     Head  to— POSITION  ! 
Feet— CHANGE!— 1,  2— and  repeat.     POSITION! 

Head  firm  and  feet— CLOSE !    Trunk  lift  and  to  the  left— TWIST! 
Forward— TWIST !     Trunk  lift  and  to  the  right— TWIST! 
Forward— TWIST !     POSITION  ! 

Arms  downward— STRETCH  !     Knees— BEND  ! 

Arms  bend  and  knees— STRETCH!     1,2.     1,2.     Class— HALT  I     1,2. 
POSITION! 

Arms  sideways  raise,  heels  raise  and,  slowh- — INHALE! 
Arms  and  heels  lower  and — EXHALE! 


88  PHYSICAL  EDUCATION  COMPLETE 

Lesson  VIII.  15  Minutes.  Daily — 8th  Week. 

Class— ATTENTION  !     Head— FIRM  !     Hips— FIRM  !     POSITION! 
Right— FACE!     Left— FACE!     Right— DRESS !     FRONT! 
Right   about— FACE!     Left   about— FACE!      POSITION! 

Head— FIRM!     With  a  deep  breath,  chest— RAISE!     SINK!     POSITION! 

Arms  backward,  downward,   sideward  and  upward — STRETCH ! 

Left— FACE!     Hips— FIRM  !      Left    leg   sideways— RAISE  ! 
Legs— CHANGE— 2 !    etc.     Right— FACE!     POSITION! 

Left  anil  upward  and  right  arm  sideways — STRETCH! 

CHANGE!     1,2.     Class— HALT!     1,  2.     POSITION! 

Hips— FIRM!     Head   backward— PULL!     Head   to— POSITION! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Hips— FIRM!     Feet— CLOSE!     Left  leg  forward— RAISE  ! 

Forward  cut  step— GO !    Class— HALT!     1,2,3.    POSITION! 
Arms  sideward  raise  and  slowly — INHALE! 
Arms   lower   and — EXHALE! 


Lesson  IX.  15  Minutes.  Daily— 9th  Week. 

Class— ATTENTION  !    Arms  upward— FLING!    POSITION! 

Right— FACE!    Left— FACE!    Feet— CLOSE!    Feet— OPEN  ! 
POSITION! 

Hips— FIRM!     Mark  time— MARK!     1,2.     1,2.     Class— HALT!     1,2. 
POSITION! 

Hips  firm  and  feet  sideways — PLACE! 

Head    backward— PULL !      Head    to— POSITION !      Repeat,    counting 

1,  2,  etc. 

Hands  and  feet,  quickly— POSITION ! 

Arms  sideward,  upward— FLING !     SINK!     FLING!     SINK! 

Arms  sideward— STRETCH  !     Heels— RAISE  !     Knees— BEND  ! 
Knees— STRETCH  !     Heels— SINK!     POSITION! 

Hips— FIRM!     Left  i'oot  forward— FALLOUT ! 
Feet— CHANGE!     1,2.    POSITION! 

Arms  half  sideward— BEND !     Arm  rotation— 1  !  2!  etc.     POSITION! 

Hips— FIRM!     Left  foot  forward— PLACE  ! 

Trunk  lift  and  to  the  left— BEND!     RAISE! 

Feet  change — 1 !  2  ! 

Trunk  lift^and  to  the  right— BEND!     RAISE! 


FOR  SCHOOLS  AND  PLAYGROUNDS  89 

Hands  and  feet,  quickly— POSITION ! 

Arms  sideward  stretch  and  feet  sideways — PLACE ' 

Knees— BEND!      Knees— STRETCH  !      POSITION! 

Hips— FIRM!     With  a  deep  breath,  chest— RAISE!     SINK! 

Lesson  X.  15  Minutes.  Daily— 10th  Weeki 

Class— ATTENTION !    Mark  time— MARK  !    1,  2—1,  2.  Class— HALT!   1,  2. 
Left— FACE!     Right— FACE!     Left— DRESS!     FRONT! 
Head— FIRM!    POSITION! 

Arms  forward  and  upward— FLING  1     SINK !     FLING !     SINK ! 

Head— FIRM!     Heels— RAISE!     Knees— BEND!      Knees   deep— BEND! 
Knees— STRETCH  !      Heels— SINK  !      POSITION  ! 

Arms  slowly  upward — BEND  !    Arms  slowly  upward — STRETCH  !     Count  I, 
2,  etc.  '  POSITION  ! 

Left  arm  sideward,  upward  raise  and  feet — CLOSE! 

Trunk  to  the  right— BEND!     RAISE!    Arms— CHANGE! 
Trunk    to   the    left— BEND!      RAISE! 
Hands  and  feet— POSITION  ! 

Cut   step   sideward— JUIMP!      1,  2—1,  2,   etc. 

Arms  sideward,  upward  raise  and — INHALE! 
Arms  sink  and — EXHALE! 

Lesson  XI.  15  Minutes.  Daily— 11th  Week. 

Class— ATTENTION !     Heels— RAISE!      SINK!      Feet— CLOSE! 
Feet— OPEN!     Hips— FIRM  !     Right  hip  and  left  head— FIRM  ! 
CHANGE!    CHANGE!    POSITION! 

Hips  firm  and  feet— CLOSE !  Head  backward— PULL  !  Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc. 
Hands   and   feet— POSITION  ! 

Arms    upward — BEND  !      Alternate    arms    downward — STRETCH  ! 

Hips— FIRM  !     Heels— RAISE  !     Knees  deep— BEND  !     Knees— STRETCH  ! 
Heels— SINK!    POSITION! 

Arms  sideward  stretch  and  feet  sideward — PLACE ! 

Trunk  forward— BEND!    Arms  forward— BEND  !     FLING! 
Trunk— RAISE  I     POSITION  1 

Hips— FIRM  !    Trunk  to  the  left— TWIST  !     Forward— TWIST  ! 
Repeat   to   the    right.      POSITION! 


90  PHYSICAL  EDUCATION  COMPLETE 

Hands  on  desks  and  heels — RAISE!     Count  1! 
Vaulting-  over  seats — GO !     Count  2  !  3  ! 
Land  on  toes  with  knees  bent.     Count  4! 
Knees— STRETCH  !     Count   5! 
Heels— SINK!    Count  6! 

Deep  breathing  with  arm  sideward  raisingf. 

Lesson  XII.  15  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !     Feet— CLOSE!     Hips— FIRM  ! 

Heels— RAISE!     Heels— SINK!     Feet— OPEN  !     POSITION! 

Hips— FIRM!     Heels— RAISE!     Head  to  the  left— BEND!     RAISE! 
Head  to  the  right— BEND!    RAISE!    POSITION! 

Head   firm  and   feet   astride— JUMP! 

With  a  deep  breath,  head  backward— PULL!     Head  to— POSITION ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Hips— FIRM!     Left   leg  forward— RAISE !     Downward— PLACE! 
Repeat  with  the  right.     POSITION ! 

Arms  half  forward— BEND !     Arm   rotation— 1  !  2!  etc.     POSITION! 

Hips— FIRM!     Feet— CLOSE!     Left  foot  forward— PLACE  ! 
Heels— RAISE!      SINK!     Foot— REPLACE  ! 
Repeat  with  the  right.     POSITION! 

Hips  firm  and  feet  sideways — JUMP ! 

Trunk  lift  and  to  the'left— BEND !     RAISE! 
Truid<  lift  and  to  the  right— BEND!     RAISE! 
Hands  and  feet— POSITION  ! 

Hips— FIRM!     Feet  sideways— JUMP! 

Heels— RAISE  !    Spring  jump,  ready— CO  !     1,  2—1,  2. 
Class— HALT!     1,2,3.     POSITION. 

With  a  deep  breath,  arms  sideward — RAISE !     SINK ! 

Lesson  XIII.  15  Minutes.  Daily— 13th  Week. 

Class— ATTENTION !  Hips— FIRM  I  Head— FIRM  !  Feet— CLOSE ! 
Arms  forward,  upward— FLING,  SINK!  Heels— RAISE!  SINK! 
Feet— OPEN  !     POSITION ! 

Head  firm  and  feet  sideways— PLACE !    Head  to  the  left— TWIST! 

Forward— TWIST  !     Head  to  the  right— TWIST  !     Forward— TWTST  ! 
POSITION! 

Arms   upward,  sideward,   downward  and  backward — STRETCH ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  91 

Head— FIRM  !     Left  leg  backward— RAISE  ! 

Foot   downward— PLACE!     RAISE!      Downward— PLACE ! 
Repeat  with  the  right  leg.     POSITION! 

Hips— FIRM!    Feet  sideways— PLACE !    Trunk  forward— BEND ! 

Arms    forward— BEND!      Sideward— FLING !      BEND!      FLING! 
Trunk— RAISE!     Hands  and  feet— POSITION  ! 

Head— FIRM  !    Left  forward— FALLOUT ! 

Feet— CHANGE!     1!2!     1 !  2 !  etc.     POSITION! 

Right— FACE!     Hands  on  desks— PLACE  ! 

Vaulting  over  seats— Count  1!2!3!4!5!6!   POSITION  ! 

Arms  forward,  upward  raise  and — INHALE ! 
Arms  lower  and — EXHALE ! 

Lesson  XIV.  15  Minutes.  Daily— 14th  Week. 

Class— ATTENTION !     Left  face  and  one  step  to  the  left— MARCH ! 
Right  face  and  one  step  to  the  right — MARCH ! 
Left  about— FACE !    Right  about— FACE !    Hips— FIRM  ! 
POSITION ! 

Hips— FIRM  !     With  a  deep  breath,  head  backward— PULL ! 

Head  to— POSITION!     Repeat,  counting  1,  2,  etc.     POSITION! 

Left  foot  sideward— PLACE  !     Heels— RAISE!     SINK!     Foot— REPLACE! 
Repeat  with  the  right  foot.     POSITION ! 

Arms  half  sideward — BEND!    Arm  rotation — 1!  2! 

Hips— FIRM!     Feet   astride— JUMP  ! 

Trunk  lift  and  to  the  left— BEND !    RAISE! 

Trunk  lift  and  to  the  right— BEND  !     RAISE  !     POSITION  ! 

Left  foot  forward— PLACE!     Heels- RAISE!  SINK!  etc. 
Feet— CHANGE !    1 !  2 !    POSITION ! 

Hips— firm:      Feet    sideways— JUMP  ! 

Heels— RAISE!     Spring  jump,  ready— GO  !     1,2—1,2. 
Class— HALT!     1,2,3.     POSITION! 

With  a  deep  breath,  chest— RAISE!     SINK! 

Lesson  XV.  15  Minutes.  Daily— 15th  Week. 

Class— ATTENTION !    One  step  backward— MARCH  !  1,  2. 

Feet— CLOSE!    Feet— OPEN  !    One  step  forward— MARCH  !     1,2. 
Hips— FIRM  !     POSITION  ! 

Hips— FIRM!    Head  backward— PULL !    Head  to— POSITION  ! 


92  PHYSICAL  EDUCATION  COMPLETE 

Repeat,  counting  1,  2,  etc.     POSITION! 

Arms  downward,  upward  and  sideward — STRETCH  ! 

Hips— FIRM!      Left   knee    upward— BEND!     Forward— STRETCH  ! 
Knee— BEND!    Foot  downward— PLACE! 
Repeat  with  the  right.    POSITION  1 

Arms  forward— STRETCH  !    Trunk  forward— BEND  ! 

Arms  upward— FLING!    Arms  forward— SINK!  etc.     POSITION! 

Arms  sideward  stretch  and  feet  sideways — PLACE  I 

Head  backward— PULL  !    Head  to— POSITION  1    1,  2,  etc. 
Hands  and  feet  quickly— POSITION ! 

Hips— FIRM!     Left  foot  outward— PLACE  ! 

Trunk  to  the  left— TWIST  !    Forward— TWIST !    POSITION ! 
Repeat  with  the  right.     POSITION! 

Hips— FIRM  !     Prepare  to  jump— 1  !  2  !  3  !  4 !  5  !  6 ! 

Arms  overhead  and — INHALE  ! 

Arms  lower  and — EXHALE ! 

Lesson  XVI,  15  Minutes.  Daily— 16th  Week. 

Class— ATTENTION  !     Right— FACE !     Left— FACE ! 

Right  about— FACE!     Left  about— FACE!     POSITION! 

Hips— FIRM!    Head  to  the  left— BEND!    RAISE! 

Head  to  the  right— BEND !     RAISE!     POSITION! 

Hips— FIRM!     Heels— RAISE!     Knees  deep— BEND  !     Knees— STRETCH  ! 
Heels— SINK!     POSITION! 

Hips  firm  and  left  foot  outward — PLACE! 

Trunk  lift  and  to  the  left— BEND !     RAISE! 
Trunk  Hft  and  to  the  right— BEND !     RAISE! 
Hands  and  feet,  quickly— POSITION ! 

Arms  half  forward— BEND !     Arm  rotation— 1  !  2!     POSITION! 

Hips — FIRM  !     Spring  jump,  ready — GO!     1,  2 — 1,  2,  etc. 
Class— HALT!     1,2,3.    POSITION. 

Hips— FIRM!    With  a  deep  breath,  chest— RAISE!     SINK!    POSITION! 

Lesson  XVII.  15  Minutes.  Daily— 17th  Week. 

Class— ATTENTION  !     Arms    forward— BEND  !     Arms   sideways— FLING  ! 
POSITION  !     Feet— CLOSE !     Feet— OPEN ! 
Left   foot  backward— RAISE!     Downward— PLACE  ! 
.Right   foot    forward— RAISE !     Downward— PLACE!    POSITION! 


FOR  SCHOOLS  AXD  PLAYGROUNDS  93 

Arms  half  sideward — BEND!    Arm  rotation — 1!  2! 

Left  arm  sideward  and  ris;ht  arm  downward — STRETCH! 

Both  arms  upward  and  sideward— STRETCH  !     POSITION! 

Hips— FIRAl  1 

High  knee  upward  bending,  beginning  with  the  left  foot,  ready — GO! 
1,2—1,2.    Class— HALT!     1,2.     POSITION! 

Arms  upward  stretch  and  feet  sideways — PLACE ! 
Trunk  forward— BEND  !     RAISE! 
Hands  and  feet,  quickly— POSITION ! 

Arms  forward— STRETCH  !     Trunk  forward— BEND  ! 

Arms  upward— FLING!    Arms  forward— SINK!    POSITION! 

Hips— FIRM!    Heels— RAISE!    Knees— BEND!    Knees— STRETCH ! 
Heels— SINK!     POSITION! 

Arms   forward,  upward  raise  and  slowly — INHALE ! 
Arms  lower  slowly  and  EXHALE! 

Lesson  XVIII.  15  Minutes.  DaUy— 18th  Week. 

Class— ATTENTION !    Left  face  and  one  step  to  the  left— MARCH ! 
L  Right  face  and  one  step  to  the  right — MARCH! 

Hips— FIRM!    Heels— RAISE!    Knees— BEND!    Knees— STRETCH  ! 
Heels— SINK !     POSITION  ! 

Hips— FIRM!     Head   backward— PULL  !     Head   to— POSITION! 

Head  to  the  left— BEND!    RAISE!  Head  to  the  right— BEND!   RAISE! 
Count  1,  2,  3,  4,  5,  6,  etc.     POSITION! 

I     Arms  sideward  and  backward — STRETCH  ! 

Head— FIRM!     Left  knee   upward— BEND!     Backward- STRETCH  ! 
Upward— BEND  !     Downward— PLACE  ! 
Repeat  with  the  right.     POSITION! 

I     Arms  sideward  stretch  and  left  forward — FALLOUT! 

Arms  upward  bend  and  sideward— STRl-ITCH !     Feet— CHANGE! 
POSITION! 

Hips— FIRAI!     Left  foot  outward— PLACE  ! 

Trunk  to  the  left— TWIST  !    Forward— TWIST  ! 
Repeat  to  the  right.     POSITION! 

Head- FIRM!     Left  foot   forward— PLACE !     Heels— RAISE!     SINK! 
Feet— CHANGE!     POSITION! 
I  With  a  deep  breath,  chest— RAISE !    SINK! 


94  PHYSICAL  EDUCATION  COMPLETE 

Lesson  XIX.  15  Minutes.  Daily— 19th  Week. 

Class— ATTENTION :     Right  about— FACE!     Left— FACE! 

Left— FACE!    Right— DRESS  !    FRONT!     Left— DRESS  !    FRONT! 
Hips— FIRM!     Head— FIRM!     Arms  forward— BEND  !     POSITION! 

Hips— FIRM!    Left  foot  forward— PLACE!    Heels— RAISE!    Heels— SINK! 
Feet— CHANGE!    1!2!    Class— HALT!    1!2!    POSITION! 

Hips— FIRM  !  Feet— CLOSE !  Head  backward— PULL !  Head  to— 
POSITION! 

Repeat,  counting  1,  2,  etc.     RAISE! 
Feet— OPEN!     POSITION! 

Left  arm  upward  and  right  arm  sideward — STRETCH ! 
Arms— CHANGE!     1!2!     POSITION! 

Arms  sideward  stretch  and  feet  sideways — PLACE! 

Trunk  forward— BEND!     Arms  forward— BEND  !     FLING  I 
Trunk— RAISE!     Hands  and  feet— POSITION  ! 

Arms   upward— STRETCH  !     Left    foot   backward— PLACE  ! 
Trunk    forward— BEND !     RAISE!     BEND!     RAISE! 
Arms  and  foot— POSITION  ! 
Repeat  with  the  right.     POSITION ! 

Left  hip  firm  and  right  arm  upward — STRETCH! 

Trunk  to  the  left— BEND!  RAISE!  Arms— CHANGE!  etc.    POSITION! 

Hips— FIRM  !    Left  leg  sideways— RAISE ! 

Cut  step  sideways  to  the  count  1,  2 — 1,  2 — GO!    Class — HALT!    1,  2,  3. 
POSITION! 

Arms  sideward  raise  and  deep  breathing. 

Lesson  XX.  15  Minutes.  Daily— 20th  Week. 

Class— ATTENTION !     Hips  firm  and  left   foot  sideways— PLACE ! 

Hands  and  foot — POSITION  !     Hips  firm  and  right  foot  sideways — 

PLACE ! 

Hands    and    foot — POSITION !     Hips    firm    and    left    foot    sideways — 

PLACE ! 

Hips  firm  and  feet— CHANGE!   1,  2.  Hips  firm  and  feet— CHANGE!   1,  2. 

Hips— FIRM!    Heels— RAISE!    Quick  running  in  place— GO! 
Class— HALT!     1,2,3,4.     POSITION! 

Hips  firm  and  feet — CLOSE!    With  a  deep  breath,  head  backward — PULL! 
Head  to— POSITION  !    Repeat,  counting  1,  2,  etc. 
Hands  and  feet— POSITION  ! 

Arms  upward,  sideward,  downward  and  backward — STRETCH  I 


FOR  SCHOOLS  AND  PLAYGROUNDS  95 

With  palms  up,  arms  sideways — STRETCH ! 

Arm  raisino-  upward,  heels— RAISE  !     1,  2—1,  2.    TOSITION  ! 

Arms  sideways  fling  and  feet — CLOSE! 

Left  leg  sideways— RAISE!     REPLACE!     Repeat  to  the  right. 
Hands  and  feet— POSITION ! 

Head  firm  and  feet— CLOSE!     Left  foot  forward— PLACE ! 

Trunk  forward— BEND  I    RAISE  !    Head  firm  and  feet— CHANGE !    1,2. 
Trunk  forward— BEND !     RAISE!     Foot— REPLACE ! 
Hands  and  feet— POSITION ! 

Hips— .^  IRM ! 

High  knee  upward  bending,  beginning  with   the  left   foot — (iO!     1,  2! 
1 !  2 !  etc.    Class— HALT !     1 !  2 !     POSITION  ! 

Arms  sideways  fling  and  left  foot  sideways — PLACE! 
Trunk  Hft  and  to  the  left— BEND!     RAISE! 
Trunk  lift  and  to  the  right— BEND!    RAISE!     POSITION! 

Hips — FIRM!    Left  leg  sideways— RAISE  !    Cut  step  sideways— GO !    112! 
1 !  2 !  etc.    Class— HALT !    1,  2,  3.    POSITION ! 

Arm  raising  and  deep  breathing — 1,  2 — 1,  2. 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  VII 

Lesson  I.  20  Minutes.  Daily — 1st  Week. 

Class— ATTENTION  !  Arms  sideways  and  heels— RAISE!  SINK! 
Hips— FIRM  !  Head— FIRxM  !  Right  hip  and  left  head— FIRM  ! 
CHANGE!     CHANGE!     POSITION! 

Hips— FIRM  !     With  a  deep  breath,  head  backward— PULL ! 

Head   to— POSITION!     Repeat,   counting  1,  2,  etc.     POSITION! 

Left  arm  forward  and  upward— FLINCi !  CHANGE!  CHANGE!  1,  2—1,  2. 
Class— HALT!     1,2.     POSITION! 

Head— FIRM!     Heels— RAISE!     Knees— BEND!     Knees— STRETCH  ! 
Heels— SINK!     POSITION!! 

Feet  astride— JUMP!  Trunk  forward— BEND  !  Arms  forward— BEND ! 
FLING!  BEND!  FLING!  Trunk— RAISE!  Hands  and  feet  quickly— 
POSITION! 

Head— FIRM  !  Heels— RAISE  !  Knees— deep— BEND !  Knees— STRETCH  ! 
Heels— SINK!    POSITION! 

Hips— FIRM!    With  a  deep  breath,  chest— RAISE!     LOWER! 


96  PHYSICAL  EDUCATION  COMPLETE 

Lesson  II.  20  Minutes.  Daily— 2nd  Week. 

Class— ATTENTION!  Left— FACE!  Right— FACE!  Left— DRESS!  FRONT! 
Arms  upward— BEND!     Arms   forward— BEND  !     Hips— FIRM! 
POSITION! 

Hips— FIRM!     Heels— RAISE!     Knees— BEND!     Knees— deep— BEND ! 
Knees— STRETCH  !     Heels— SINK !     POSITION  ! 

Hips— FIRM  !  Head  backward— PULL !    Head  to— POSITION  ! 
Repeat,  comiting  1,  2,  etc.    POSITION  ! 

Arms  upward,  sideward  and  downw^ard — STRETCH !     POSITION  ! 

Hips— FIRM!     Left  knee   upward— BEND  !     Knee  backward— STRETCH  ! 
Knee  upward — BEND!     Foot  downward — PLACE! 
Repeat  with  the  right   foot.     POSITION! 

Feet— CLOSE!  Left  foot   forward— PLACE! 

Trunk  forward — BEND!     Arm   flinging  forward,  upward   (1) 
forward,  downward  (2)     1,  2 — 1,  2. 
Trunk— RAISE  !    Foot— REPLACE  ! 
Repeat  with  the  right  foot.     POSITION ! 

Hips— FIRM  !  High  knee  upward  bending- GO  !   1  !  2  !  1 !  2 !  etc. 
Class— HALT !  1 !  2 !  POSITION  ! 

Head  firm  and  feet  sideways — JUMP! 

Trunk  lift  and  to  the 'left— BEND  I  RAISE! 
Trunk  lift  and  to  the  right— BEND!  RAISE! 
Hands  and  feet  quickly,  POSITION! 

Hips— FIRM!    Astride— lUMP  1,  2— 1,2.    Class— HALT  1.  2,    POSITION! 

Arms  sideways  raise  and — INHALE!     Lower  and — EXHALE! 

Lesson  III.  20  Minutes.  Daily— 3rd  Week. 

Class— ATTENTION!   Hips— FIRM  !   Head— FIRM  !    Feet— Close  ! 
Feet— OPEN!     Left— FACE!     Right— FACE!     POSITION! 

Hips— FIRM!     Head  backward— PULL  !     Head  to— POSITION! 

Arms  forward— FLING  !  Arms  upward— BEND!  Sideward— STRETCH  ! 
Arms  upward— RAISE  !  Arms  upward— BEND  !  Sideways— STRETCH  ! 
POSITION! 

Arms  Sideward,  upward — RAISE  !     Left  leg  forward — RAISE  ! 

Hands  and  foot  POSITION !     Repeat  using  right  foot.     POSITION  ! 

Arms  half  sideward— BEND !     Arm  rotation— 1,  2,  etc.     POSITION! 

Left  foot  forward  place  and  neck— FIRM  !  Trunk  lift  and  to  the  left— BEND! 
RAISE!     Arms  and  feet— CHANGE !     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  97 

Hips— FIRM!     Astride— JUMP!  1.  2—1.  2.     Class— HALT !  1,  2,  3. 
POSITION! 

Arms  sideward,  upward  and  heels  raise  as — INHALE! 
Arms  lower  as — EXHALE! 


Lesson  IV.  20  Minutes.  Daily— 4th  Week. 

Class— ATTENTION!     Left— FACE!     One  step  to  the  left— MARCH! 
Ricrht— FACE!     One  step  forward— MARCH  !     Feet— CLOSE  !     OPEN! 
Head— Firm!     Arms  upward— BEND!     Forward— BEND  !  POSITION! 

Arms  sideward  stretch  and  feet  sideways — PLACE! 
Head  backward— PULL !     Head  to— POSITION  ! 
Repeat,  counting  1,  2.  etc.     POSITION! 

Arms  ujjward — STRETCH!     Left  knee  upward — BEND!     Knee  backward — ■ 
STRETCH!     Knee  upward— BEND!     Foot  downward— PLACE. 
Repeat  with  the  right— POSITION ! 

Arms   upward— STRETCH  !     Left    forward— FALL  OUT!     POSITION! 
Repeat  with  the  right— POSITION ! 

Arms  upward  stretch  and  feet  sideways — PLACE! 
Trunk  lift  and  to  the  left— BEND!  RAISE! 
Trunk  lift  and  to  the  right— BEND!     RAISE!     POSITION! 

Head— FIRM!     Left   foot  sideways— PLACE !     Heels— RAISE! 

Knees— BEND!     Knees— STRETCH  !     Heels— SINK!    POSITION! 
Repeat  with  the  right— POSITION ! 

Hips— FIRM!    Left  leg  sideward— RAISE  !     Cut-step  sideways— GO  1     1!2! 
1 !  2!  etc.    Class— HALT!  1,  2,  3.    POSITION! 

Arms  sideward  raise  and — INHALE!     Arms  lower  and — EXHALE! 


Lesson  V.  20  Minutes.  Daily— 5th  Week. 

Class— ATTENTION  !     Mark  time— MARK!     Class— HALT  ! 

Hips— FIRM!    Head— FIRM!    POSITION!     Right— DRESS !  FRONT ! 

Arms  sideways  and  heels— RAISE!     Head  to  the  left— BEND!     RAISE! 
BEND!  RAISE!  Head  to  the  right— BEND !   RAISE!  BEND!   RAISE! 
Heels— SINK!     POSITION! 

Left  arm  forward  and  right  arm  sideward — STRETCH!    Arms — CHANGE! 
POSITION ! 

Hips— FIRM!     Left  leg  sideward— RAISE!     Legs— CHANGE!     etc. 
POSITION! 


98  PHYSICAL  EDUCATION  COMPLETE 

Arms  sideways  stretch  and  feet  sideways — PLACE!  Trunk  forward — BEND! 
Arms   forward— BEND!     FLING!     Trunk— RAISE! 
Hands  and  feet  quickl\ — POSITION  ! 

Hips— FIRM!     Left  foot  forward— PLACE !    Trunk  to  the  left— TWLST! 
Forward— TWIST  !     Trunk  to  the  right— TWIST  !     Forward— TWIST  ! 
POSITION! 

Hips  firm  and  feet— CLOSE  !     Left  leg  forward— RAISE ! 

Forward  cut  step— GO !     Class— HALT!     1,  2,  3.     POSITION! 

Arms  overhead  circle  and — INHALE  I     Lower  and — EXHALE  1 

Lesson  VI.  20  Minutes.  Daily— 6th  Week. 

Class— ATTENTION  I    Right  about— FACE!  Forward  four  steps— MARCH  ! 
Left  about— FACE!     Forward  four  steps— MARCH  ! 
Arms    upward— BEND!     Arms    sideward— STRETCH  !     Head— FIRM  ! 
Feet— CLOSE !     Feet— OPEN !     POSITION ! 

Arms  sideward— STRETCH  !     Heels— RAISE!     Knees— BEND! 
Knees— STRETCH  !     Heels— SINK !     POSITION  ! 

Arms  half  forward— BEND  !  Head  backward— PULL  !  Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Arms  upward — BEND!     Left  arm  sideward — STRETCH!     Count  2. 
Left  arm  bend  and  right  arm  sideward — STRETCH!     Count  1. 
Ahernating  1,  2— 1,  2^  etc.     Class— HALT!     1,2.     POSITION. 

Head— FIRM!  Left  knee  upward— BEND!  Knee  backward— STRETCH  ! 
Knee  upward — BEND  !  Foot  downward — PLACE  !  Repeat  with  the 
right.     POSITION. 

Arms    upward— STRETCH  !      Heels— RAISE  !      Knees— BEND  !      Arms- 
parting  1,  2—1,  2.    Knees— STRETCH  !    Heels— SINK!     POSITION! 

Feet— CLOSE!     Left   foot  forward— PLACE!     Trunk   forward— BEND  ! 
Arm  flinging  forward,  upward — 1  Forward,  downward,  2.     1,  2. 
Trunk— RAISE!  Foot— REPLACE !  Repeat  with  the  right.  POSITION! 

Forward  cut  step  as  in  Lesson  V. 

Hips  firm  and  with  a  deep  breath,  chest — RAISE!  Sink  and  — EXHALE! 

Lesson  VIL  20  Minutes.  Daily— 7th  Week. 

Qass— ATTENTION  !  Feet— CLOSE!  Hips— FIRM  !  Heels— RAISE! 
SINK! 

Feet— OPEN!     Arms   upward— BEND!     Arms   half   sideways— BEND! 
Position ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  99 

Plips  firm  and  feet  sideways — PLACE!    With  a  deep  breath,  head  backward 
—PULL!  Head  to— POSITION !     Repeat,  counting  I,  2,  etc. 
Hands  and  feet— POSITION  ! 

Arms  upward  bend  and  heels — RAISE! 

Arms  upward  stretch  and  knees — BEND!     1,  2—1,  2. 
Class— HALT!     1,2.     POSITION! 

Trunk   forward— BEND!     Arms  upward— FLING  1 

Arms   forward— SINK !     FLING!     SINK!     Trunk— RAISE ! 

Hips  firm  and  left  foot  forward— PLACE !     Trunk  to  the  left— TWIST! 
Forward— TWIST  !     Feet— CHANGE!    To  the  right— TWIST  ! 
Hands  and  feet— POSITION  ! 

Right— FACE!  Hands  on  desks— PLACE!  Jump  over  seat— 1,  2,  3,  4,  5,  6. 
Repeat.     Left— FACE!     POSITION! 

With  a  deep  breath,  chest— RAISE!    SINK!    RAISE!    SINK! 

Lesson  VIII.  20  Minutes.  Daily— 8th  Week. 

Class— ATTENTION  !  Left— FACE!  One  step  to  the  right— MARCH  ! 
Left— FACE!  One  step  to  the  left— MARCH!  Right  about— FACE! 
POSITION! 

Head  firm  and  left  foot  sideways — PLACE!  Arms  sideways  fling  and  heels — 
RAISE!  Arms  bend  and  heels— SINK!  Hands  and  foot— POSITION ! 
Repeat  to  the  right.     POSITION! 

Hips  firm  and  feet — CLOSE !    With  a  deep  breath,  head  backward — PULL  I 
Head  to— POSITION!     Repeat,  counting  1,  2,  etc. 
Hands  and  feet— POSITION  ! 

Arms  upward,  downward  and  sideward — STRETCH! 

Hips,  firm  and  feet— CLOSE!     Left  leg  sideways— RAISE !     REPLACE! 
Right  leg  sideways— RAISE!  REPLACE!  Hands  and  feet— POSITION! 
Arms   upward— STRETCH  !     Heels— RAISE!     Knees— BEND  ! 
Arms  parting— 1  !  2  !  1  !  2  !    Knees— STRETCH  ! 
Heels— SINK!     POSITION! 

FEET— CLOSE!     Left  foot  forward— PLACE !    Trunk  forward— BEND! 
Arm  flinging  forward,  upward — 1.     Forward,  downward — 2.     1,  2, — 1,  2. 
Trunk— RAisE!    Foot— REPLACE  !  Repeat  with  the  right.  POSITION! 

Hips— FIRM!     High  knee  upward  bending— GO!     Class— HALT  !  1,  2. 
POSITION. 

Cut  step  sideways. 

Arm  raising  sideways  and  deep  breathing,  1,  2 — 1,  2 — 1,  2. 


100  PHYSICAL  EDUCATION  COMPLETE 

Lesson  IX.  20  Minutes.  DaUy— 9th  Week 

Class— ATTENTION !  Left  forward— FALL  OUT!  CHANGE!  Hips— FIRM! 
Right  liip  and  left  head— FIRM  !     CHANGE!     CHANGE! 
Trunk  forward— BEND!     RAISE!  Left— FACE!  Right— FACE! 

Hips— FIRM!  Head  I)acl<\var(l— PULL  !     Head  to— POSITION  ! 
Head  to  the  left— BEND!    RAISE! 
Head  to  the  right— BEND!  RAISE!     POSITION! 

Arms  upward — BEND!    Heels — RAISE!    Arms  upward  stretch  and  knees — 
BEND!     Arms  bend  and  knees— STRETCH  !     Position! 

Arms  sideward — STRETCH!  Swimming  movement  with  the  arms — 1,  2,  3. 
POSITION. 

Trunk  forward — BEND!  Repeat  swimming  movement  with  the  arms — 1,  2,  3. 
Trunk— RAISE  !     POSITION  ! 

Arms  forward  bend  and  feet— CLOSE !    Trunk  lift  and  to  the  left— BEND! 
RAISE!     Trunk  lift  and  to  the  right— BEND!  RAISE! 
Hands  and  feet— POSITION  1 

Hips— FIRM  !    Astride— JUMP !  1 !  2 !     112!  etc.    POSITION  ! 

Arms  sideward  and  upward  raise  and — INHALE!  Arms  lower  and  EXHALE! 

Lesson  X.  20  Minutes.  Daily— 10th  Week. 

Class— ATTENTION  !  Heels— RAISE!  Knees— BEND!   Knees— STRETCH  ! 
Heels— SINK!     Feet— CLOSE!     Feet— OPEN!    Left  leg  forward— 
RAISE! 
Downward— PLACE !     Arms  upward— BEND!  POSITION! 

Arms  sideward— STRETCH  !  Hea.l  liackward- PULL !  Head  to— 
POSITION! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Hips — FIRM!     Left  knee  upward — BEND!     Knee  sideways — MOVE! 

Knee  forward — MOVE  !    Foot  downward — Place  !  Repeat  with  the  right. 
POSITION. 

Arms  forward  bend  and  feet  sideways — PLACE!     Trunk   forward — BEND! 
Arms  sideways— FLING !     (1)     BEND— (2)     1.  2—1,  2. 
Class— HALT  1,  2.    Trunk— RAISE!  POSITION! 

Left  arm  upward  and  with  palm  up,  right  arm  sideways — STRETCH  ! 
Arms— CHANGE!  1,  2.     Arms— CHANGE!  L  2. 
Both  arms  sideways— STRETCH  !     POSITION! 

Hips — FIRM!    Heels — RAISE!    High  knee  upward  bending,  beginning  with 
the  left  foot— GO  ;  1 !  2 !  etc.    Class— HALT  !  1 !  2  !  3  !  POSITION ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  10) 

Cut  step  sideways. 

Arms  sideways  raising,  hand  turning-  and  deep  breathing.    1,  2, — 1,  2 — 1,  2. 

Lesson  XI.  20  Minutes.  Daily— 11th  Week. 

Class— ATTENTION  !  Feet  astride— JUMP!  Trunk  forward— BEND  ! 
RAISE! 

POSITION!     Left— DRESS!     Right— DRESS!     Hips— FIRM  ! 
Heels— RAISE!    SINK!    POSITION! 

Hips— FIRM  !    Head  backward— PULL !    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Left  arm  sideways  and  right  arm  forward — STRETCH!  Arms — CHANGE! 
1,2.    POSITION! 

Arms  upward  stretch  and  feet  sideways — PLACE!  Trunk  forward — BEND! 
RAISE!  BEND!  RAISE!  POSITION! 

Arms  upward  stretch  and  feet  sideways — PLACE  I  Head  backward — PULL ! 
Head  to— POSITION !     Repeat,  counting  1,  2,  etc. 
Hands  and"  feet,  quickly— POSITION  ! 

Head  firm  and  left  foot  outward— PLACE!     Trunk  to  the  left— TWIST! 
Forward— TWIST  !     Trunk  to  the  right— TWIST!  Forward— TWIST  ! 
Hands  and  feet— POSITION  I 

Cut  step  sideways. 

Hips— FIRM  !    With  a  deep  breath,  chest— RAISE  !    SINK ! 

Lesson  XI L  20  Minutes.  Daily— 12th  Week. 

Class— ATTENTION  !  Right  about— FACE!    Two  steps  forward— MARCH  ! 
Left  about— FACE!    Two  steps  forward— MARCH  !     Feet— CLOSE! 
Hips— FIRM  !    Heels— Raise  !  Heels— SINK !  Feet— OPEN !  POSITION  ! 

Left  foot  forward  place  and  hips — FIRM  !     Head  backward — PULL  ! 
Head  to— POSITION !     Repeat,  counting  1,  2,  etc. 
Feet— CHANGE!     Repeat.     POSITION! 

Heels — RAISE!  Knees — deep — BEND!  Arms  upward  and  sideward — 
STRETCH!     Knees— STRETCH  !     Heels— SINK!     POSITION! 

Arms  upward — STRETCH!  Left  leg  sideways — RAISE!  Foot  downward — 
PLACE!     Repeat  with  the  right.     POSITION! 

Arms  half  forward — BEND!     Arm  rotation — 1,  2 — 1,  2. 

Trunk  forward— BEND!  RAISE!  BEND!  RAISE!  POSITION! 

Head  tirm  and  feet  sideways— PLACE !  Trunk  lift  and  to  the  left — BEND! 
RAISE!  Trunk  lift  and  to  the  right— BEND!  RAISE  !  BEND  !  RAISE! 
Hands  and  feet— POSITION  ! 


102  FKYSICAL  EDUCATION  COMPLETE 

Hips — FIRM  !  Left  leg  sideways — RAISE  !  Hop  four  times  on  the  right  foot. 
Feet — Change  and  hop  four  times  on  the  left  foot.  Alternate.  POSITION ! 

Arm  sideward  raising  and  deep  breathing. 

Lesson  XIIL  20  Minutes.  Daily— 13th  Week. 

Class— ATTENTION  !  Right— FACE!  Knees— BEND!  Knees— STRETCH ! 
Left— FACE!  Arms  forward— BEND!  Arms  upward— BEND  !  Hips— 
FIRM !  POSITION ! 

Arms  sideways  raise  and  left  foot  forward — PLACE!  Head  to  the  left — 
BEND !  RAISE !  Head  to  the  right— BEND !  RAISE !  Hands  and  foot— 
POSITION!    Repeat  to  the  right.     POSITION! 

Arms  forward  bend  and  heels — RAISE !  Arms  sideways  fling  and  knees — 
BEND!     Arms  bend  and  knees— STRETCH !     Repeat! 

Left— FACE  !  Hips  firm  and  left  outward— FALL  OUT  !  Left  heel— RAISE  I 
SINK!  RAISE!  SINK!  POSITION!  Repeat  to  right. 

Arms  sideways  stretch  and  feet  sideways — PLACE!  Trunk  forward — BEND! 
RAISE  !  Trunk  forward  and  arms  forward— BEND  !  RAISE  !  POSITION  ! 

Hips— FIRM!  Feet  astride— JUMP!  Trunk  Hft  and  to  the  left— BEND! 
RAISE!     Repeat  to  the  right.     Hands  and  feet— POSITION ! 

Hips — FIRM  !  Left  leg  forward — RAISE !  Hop  four  times  on  the  riglit  foot. 
Feet  change,  right  leg  backward  raise  and  hop  four  times  on  the  left. 
Alternate.    POSITION! 

Arms  forward  slowly  raise  and — INHALE!  Arms  lower  and — EXHALE! 

Lesson  XIV.  20  Minutes.  Daily— 14th  Week. 

Class— ATTENTION  !  Left  foot  forward— RAISE!  SINK!  Right  foot  for- 
ward—RAISE!  SINK!  POSITION!  Heels— RAISE!  Knees— BEND! 
Knees— STRETCH  !    Heel.s— SINK !    Feet— CLOSE !  OPEN  ! 

Heels— RAISE!     Knees— BEND  !     Arms  upward— STRETCH  1     1,2—1,2. 
Knees— STRETCH  !     Heels— SINK!     POSITION! 

Left  arm  upward  and  right  arm  sideward — STRETCH!  Arms — CHANGE! 
Arms  downward— STRETCH  !    1,  2—1,  2.    Position  ! 

Hips — FIRM  !  Ahernate  knee  upward  bending,  beginning  with  the  left  foot 
—1!  2!  3!  4!  etc.     POSITION! 

.Head— FIRM!    Left  forward— FALL  OUT !    Foot— REPLACE ! 

Right  forward— FALL  OUT  !     Foot— REPLACE !     POSITION  ! 

Arms  half  sideways— BEND !     Arm  rotation— 1 !  2!  etc.     POSITION] 


FOR  SCHOOLS  AND  PLAYGROUNDS  103 

Hips — FIRM!     Left  leg  sideward — RAISE!     Hop  on  the  right  eight  times; 
feet  change  and  hop  eight  times  on  the  left.     POSITION! 

Hips — FIRM  !     Deep  breathing-,  slow  coimt,  1,  2 — 1,  2. 

Lesson  XV.  20  Minutes.  Daily— 15th  Week. 

Class— ATTENTION !    Arms  sideways— RAISE !     SINK!     Left— FACE! 
Right— FACE !  Hips— FIRM  !  Head— FIRM  !  Arms  sideward,  upward— 
RAISE!  POSITION! 

Hips  f^rm  and  left  foot  outward— PLACE!  Foot— REPLACE ! 
To  the  left  and  right  alternately !     POSITION ! 

Head  firm  and  feet  sideways — JUMP  !    With  a  deep  breath,  head  backward — 
PULL!    Head  to— POSITION !    Repeat,  counting  1,  2,  etc. 
Hands  and  feet,  quickly— POSITION ! 

Left  arm  upward  and  right  arm  sideward — STRETCH!     Arms — CHANGE! 
CHANGE!  CHANGE!  Arms  upward— STRETCH !  etc.     POSITION! 

Arms  sideward — STRETCH  !     Left  knee  upward — BEND  !     Knee  backward 
—STRETCH!    BEND!    STRETCH!    Downward— PLACE ! 
Repeat  with  the  right.    POSITION  ! 

Hips_FIRM!    Left  forward— FALL  OUT!     POSITION!     1,2,-1,2. 
Right  forward— FALL  OUT !    1,  2—1,  2.    POSITION ! 

Cut  step  forward. 

Head— FIRM!    With  a  deep  breath,  chest— RAISE !    SINK!    POSITION! 

Lesson  XVL  20  Minutes.  Daily— 16th  Week. 

Class— ATTENTION  !     Head  firm  and  feet  sideways— JUMP  ! 

Arms    forward— BEND!    FLING!    POSITION!    Heels— RAISE!    SINK! 
Toes— RAISE!    SINK!    Left— FACE!    Right— FACE!    POSITION! 

Hips— FIRM  !  Left  foot  outward— PLACE!  Heels— RAISE!  SINK!  I,  2—1,  2. 
POSITION! 

Arms  forward,  backward,  sideward  and  upward — STRETCH ! 

Left  arm  upward  and  right  arm  forward — STRETCH  !  2.     1,  2. 

Arms  sideward— STRETCH!     BEND!     STRETCH!     POSITION! 

Hips— FIRM  !    Left  forward— FALL  OUT  !    Arms  upward— STRETCH  !  1,  2 
—1,  2—1,  2.     POSITION!     Repeat  to  the  right.     POSITION! 

Hips  firm  and  feet  sideways— PLACE!     Trunk  forward— BEND !     RAISE! 
BEND!    RAISE!    Hands  and  feet,  quickly— POSITION! 

Cut  step  forward. 


104  PHYSICAL  EDUCATION  COMPLETE 

Hips— FIRM!     With  deep  breath,  chest— RAISE  1     SINK! 

Lesson  XVII,  20  Minutes.  Daily— 17th  Week. 

Class— ATTENTION  !     Hips— FIRM  !     Heels— RAISE!  SINK! 

Feet— CLOSE!    Arms  forward  and  upward— FLING!  LOWER! 
Feet— OPEN!     Head— FIRM  !     Right  head  and  left  hip— FIRM  1 
CHANGE!     CHANGE!     POSITION! 

Head— FIRM  !    Trunk  to  the  left— TWIST  1    Forward— TWIST  ! 

Trunk  to  the  right-TWIST!    Forward— TWIST!     POSITION! 

Arms  sideward,  itpward,  downward  and  backward — STRETCH  ! 

Hips— FIRM!    Heels— RAISE!    Knees— deep— BEND  !    Knees— STRETCH  ! 
Heels— Sink!     POSITION! 

Hips— FIRM  !    Left  backward— FALL  OUT !    POSITION  1 
Right  backward— FALL  OUT!     POSITION! 

Arms  sideways  stretch  and  feet  sideways — PLACE!  Head  to  the  left — BEND! 
RAISE i'  Head  to  the  right— BEND!    RAISE!    POSITION! 

Hips — FIRM  !    Left  leg  sideward — RAISE !    Hop  ten  times  on  the  right  foot. 
Feet  change  and  hop  ten  times  on  the  left  foot.     Alternate  twice. 
POSITION! 

Deep  breathing-  and  arms  sideward  raising. 

Lesson  XVIII.  20  Minutes.  Daily— 18th  Week. 

Class— ATTENTION  !     Arms  sideways  and  heels— RAISE!     SINK! 

Arms  forward— BEND  !    FLING!    POSITION!    Feet— CLOSE!  OPEN  ! 
Left  knee  upward— BEND!     SINK!     Right— DRESS!     FRONT  I 

Hips    firm  and  left  foot  forward— PLACE !    Heels— RAISl'.!  Knees— BEND! 
Knees— STRETCH  !     Heels— SINK!     Foot— REPLACE  ! 

Hips— FIRM!    Head  backward— PULL!    Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc. 

Head— FIRM!     Head  backward— PULL  !     Head  to— POSITION  ! 
Repeat,  counting  1,  2,  etc.     POSITION! 

Left  arm  sideways  and  right  arm  downward — STRETCH!  Arms — CHANGE! 
CHANGE!  'Arms  upward— STRl'TCH!     POSITION! 

Hips— FIRM  !    Alternate  high  knee  upward  bending— 1,  2—1,  2.    POSITION  ! 
Class— HALT  !  1 !  2 !     POSITION  ! 

Head— FIRM!    Left  backward— FALL  OUT!    POSITION! 
Repeat  with  the  right.     POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  105 

Ilips— FIRM!    Cut  step  forward. 

Arms  upward  bend  and — INHALE!  Slow  arm  extension — sideways  1,  2. 
EXHALE ! 

Lesson  XIX.  20  Minutes.  Daily— 19th  Week. 

Class— ATTENTION!     Left   foot  sideward— RAISE!     POSITION! 
Arms  forward,  upward— FLING !     POSITION  !     Feet— CLOSE ! 
Feet— OPEN!     Toes— RAISE!     SINK!     POSITION! 

Arms     sideways     raise     and     left       foot     outward — PLACE!       RI'IPLACE! 
POSITION ! 
Repeat  to  the  right.     POSITION ! 

Heels — RAISE!     Arms  upward,  sideward,  downward  and  backward — 
STRETCH!    POSITION! 

Arms  and  left  leg  sideward— RAISE !  SINK!  RAISE!  SINK! 

Feet— CHANGE!     RAISE!     SINK!     RAISE!     SINK!     POSITION! 

Arms   sideward — STRETCH  !     Feet   sideward — PLACE  !     Trunk    forward — 
BEND!     Arms   forward— BEND !     FLING!     BEND!     FLING! 
Trunk— RAISE  !     POSITION  ! 

Hips— FIRM!     Left  forward— FALL  OUT  !     Heels— RAISE! 

Knees— BEND!     Knees— STRETCH  1     Heels— SINK!     POSITION! 

Jump  in  place — 1,  2,  3,  4,  5,  6. 

Arms  sideward  raising  and  deep  breathing. 

Lesson  XX.  20  Minutes.  Daily— 20th  Week. 

Class— ATTENTION  !     Hips  firm  and  feet— CLOSE!     Feet— OPEN  ! 
Toes— RAISE!    SINK!    Head  to  the  left— BEND  !    RAISE! 
Head  to  the  right— BEND.!     Raise!     Trunk  forward— BEND !  RAISE! 
POSITION! 

Hips— FIRM!  Heels— RAISE!     Knees— BEND!     Deep— BEND  ! 
Alternate  head — rotation  1,  2,  3,  4,  etc. 

Hips— FIRM!    Head— FIRM!    CHANGE!    CHANGE!    POSITION! 

Left  arm  upward  right  arm  sideward — STRETCH!    Arms — CHANGE! 
Arms  downward— STRETCH  !     POSITION  ! 

Hips— FIRM!    Left  foot  sideward— RAISE!    SINK!    RAISE!    SINK! 

Feet— CHANGE!    1,2.    RAISE!    SINK!    RAISE!    SINK!    POSITION! 

Hips  firm  and  feet— CLOSE  I  Left  forward— FALL  OUT!  POSITION!  1,  2.— 


106  PHYSICAL  EDUCATION  COMPLETE 

1,  2—1,  2—1,  2,  etc.    Right  forward— FALL  OUT!    POSITION!  etc. 
Cut  step  sideward. 
Hips  firm  and  with  a  deep  breath,  chest— RAISE!     SINK! 


TWENTY  LESSONS  IN  GYMNASTICS  FOR  GRADE  VIII. 

Lesson  I.  20  Minutes.  Daily— 1st  Week. 

Class— ATTENTION  !  In  place— REST!  ATTENTION!  Feet— CLOSE! 
Feet— OPEN!  Hips— FIRM !  Head  firm  and  feet  astride— JUMP! 
POSITION ! 

Arms  sideways  stretch  and  feet  astride — JUMP!  Trmik  forward — BEND! 
RAISE!     BEND!     RAISE!     POSITION! 

Arms  forward— BEND!   Sideward— FLING !   BEND!   FLING!   POSITION! 

Head— FIRM!  Left  knee  upward— BEND!  Forward— STRETCH !  BEND! 
STRETCH!  Foot— REPLACE!  Repeat  with  the  right  foot.  POSITION! 

Arms  half  sideways — BEND!      Trunk  forward — BEND!    Arm  rotation — 
l!2!l!2!etc.    Trunk— RAISE!    POSITION! 

Hips— FIRM!    Trunk  to  the  left— TWIST  !     Forward— TWIST! 

Trunk  to  the  right-TWIST !    Forward— TWIST  !     POSITION! 

Hips— FIRM!    Left  leg  sideways— RAISE! 

Cut  step  sideward,  in  the  rhythm,  1,  2,  1,  2 — GO! 
Class— HALT!     1,2,3.'   POSITION! 

Hips  firm  and  with  a  deep  breath,  chest— RAISE  !     SINK ! 


Lesson  II.  20  Minutes.  Daily— 2nd  Week. 

Class— ATTENTION  !     Left  foot  forward— PLACE !     Foot— REPLACE! 
Right  foot  forward— PLACE !  Foot— REPLACE !  Arms— R.\ISE !  SINK ! 
Heels— RAISE!     SINK!     POSITION! 

Head— FIRM!    Trunk  to  the  left— TWIST !    Forward— TWIST ! 

Trunk   to   the   right-TWIST!     Forward— TWIST !      POSITION! 

Arms  sideward,  ujjward,  Ijackward  and  downward — STRETCH ! 

Hips— FIRM!      Left   knee   upward— BEND!      Knee    sideways— MOVE! 
Forward— MOVE!     Repeat  to  the   right.     POSITION! 

Head— FIRM!     Left  foot  backward— FALL  OUT!     Foot— REPLACE! 
Right  backward— FALL  OUT  !     POSITION  ! 

Hips— FIRM!     Feet— CLOSE!     Left  leg  forward— R.\ISE! 


FOR  SCHOOLS  AXD  PLAYGROUNDS  107 

Forward  cut  step— GO  !     1,2,  1,2,  etc.     Class— HALT!     1,2,3.     POSITION! 
Arms  sideward  raise  and — INHALE!     Arms  sink  and — EXHALE! 

Lesson  III.  20  Minutes.  Daily— 3rd  Week. 

Class— ATTENTION  !  Right  hip  and  left  neck— FIRM  !  CHANGE !  I'OSI- 
TION!  Right— FACE!  Left— FACE!  Feet— CLOSE!  Feet— OPEN! 
Left  forward— FALL  OUT!  POSITION!  Right  backward— FALL 
OUT !     POSITION ! 

Hips  firm  and  left  foot  forward— FALL  OUT!    Heels— RAISE ! 

Knees— BEND!    Knees— STRETCH  !    Heels— SINK!    POSITION! 
Repeat  to  the  right.     POSITION ! 

Left  arm  upward  and  right  arm  downward — STRETCH!  Arms — CHANGE! 
Arms  sideward— STRETCH  !    POSITION! 

Arms  half  sideward — BEND!    Left  leg  sideward — RAISE! 

Foot  downward— PLACE!     Repeat  with  the  right.     POSH  ION  ! 

Flips  firm  and  left  foot  outward — FALLOUT!     Feet  change — 1!  2! 
POSITION! 

Arms  upward  stretch  and  feet  sideward — PLACE !  Trunk  lift  and  to  the 
left— BEND!  RAISE!  BEND!  RAISE!  Trunk  lift  and  to  the  right— 
BEND!     RAISE!     BEND!     RAISE!     POSITION! 

Hips— FIRM!  Left  leg  sideways— RAISE !  Hop  on  the  right  foot— 1 !  2! 
Change  and  hop  on  the  left— 1 !  2 !    Alternating.     POSITION ! 

Arms  sideward  raise  and  a  deep  breath — 1 !    Arms  lower  and  exhale — 2  ! 

Lesson  IV.  20  Minutes.  Daily — 4th  Week. 

Class— ATTENTION  !     Right— DRESS!     FRONT!     Right  about— FACE! 
Left  ri bout— FACE!    Toes— RAISE  !     SINK!    Hips— FIRM  ! 
Trunk  forward— BEND!    R.\ISE !    POSITION! 

Arms  upward  stretch  and  feet  sideways — PLACE!  Trunk  forward — BEND! 
RAISE!     BEND!     RAISE!     POSITION! 

Left  arm  sideward  and  right  arm  upward — STRETCH!     Arms — CHANGE! 

1!   2!     Both  arms  upward  and  sideward— STRETCH !    POSITION! 
Arms  and  left  leg  sideward — RAISE!    .Arms  and  legs  lower  and — CHANGE! 

POSITION ! 

Trunk  forward — BEND  !    Arms  forward — RAISE  !    Turning  palms  up — arms 
sideways— FLING !    Forward— FLING !    1,2—1,2—1,2. 
Trunk— RAISE!     Palms— FACE!     POSITION! 


108  PHYSICAL  EDUCATION  COMPLETE 

Arms  sideward  stretch  and  left  foot  outward — PLACE!  Trunk  to  the  left — 
BEND!  RAISE!  BEND!  RAISE!  Feet— CHANGE!  Trunk  to  the 
right— BEND!   RAISE!   BEND!   RAISE!   Hands  and  foot— POSITION  ! 

Hips— FIRM!     Feet  astride— JUMP  !     Heels— RAISE! 

Spring  jump,  ready— GO  !    1,  2,  1,  2,  etc.    Class— HALT  !    1,  2  ,3.   POSITION  ! 

^rms  circle  overhead  and  inhale — 1 !     Lower  and  exhale — 2 1 

Lesson  V.  20  Minutes.  Daily— 5th  Week. 

Class— ATTENTION  !     Arms— RAISE!     SINK!     Trunk   forward— BEND  ! 
RAISE!     Feet  close  and  arms  upward — FLING!     Feet  open  and 
arms— SINK!     Left   leg   backward— PLACE!     Foot— REPLACE! 
Right  leg  sideward— RAISE!     SINK!     POSITION! 

Arms  sideways  raise  and  feet  astride — JUMP!     Fleels — RAISE! 

Knees— deep— BEND!   Knees— STRETCH  !   Heels— SINK!   POSITION! 

Left  arm  upward  and  right  arm  backward — STRETCH!  Arms — CHANGE! 
Arms   sideward— STRETCH  !   etc.      POSITION! 

Hips— FIRM!    Left  knee  upward— BEND!    Knee  sideward— MOVE! 
Forward— MOVE!     1,2—1,2—1,2—1,2.    POSITION. 
Repeat  with  the  right.     POSITION  !  ' 

Head  firm  and  feet— CLOSE !    Left  backward— FALL  OUT  ! 

Foot— REPLACE !     1,  2—1,  2,  etc.    Repeat  with  the  right.     POSITION! 

Hips— FIRM!     With  a  deep  breath   head  backward— PULL! 

Head  to— POSITION  !     Repeat,  counting  1,  2,  etc.     POSITION ! 

Cut  step  sideward.     (See  Lesson  1.) 

Hips— FIRM!     Deep  breathing  slowly— 1 !    2!    POSITION! 

Lesson  VI.  20  Minutes.  Daily— 6th  Week. 

Class— ATTENTION  !     Left  foot  forward— RAISE!     Foot— RliPLACE! 
Right  foot   forward— RAISE!     Foot— REPLACE  I     Hips  firm  and 
feet— CLOSE!     Hands  and  feet— POSITION  ! 
Left— FACE!     Right— DRESS  !     FRONT!     Right— FACE  ! 

Hips— FIRM!     Head  to  the  left— BEND!     RAISE! 
To  the  right— BEND  !     RAISE!     POSITION! 

Hands  on  desks— PLACE!     Feet  backward,  toes  touching  floor- PLACE! 
Anns— BEND!  RAISE!  BEND!  RAISE!  Hands  and  feet— POSITION ! 

Arms  sideward  and  left  leg  forward— RAISE!     SINK!     RAISE!     SINK! 
Repeat  right.    POSITION ! 


FOR  SCHOOLS  AND  PLAYGROUNDS  109 

Arms  forward  and  upward — FLING!    Slowly,  half  sideways — BEND! 
Arm  rotation— 1  !  2  !     POSITION! 

Hips  firm  and  left  foot  outward— PLACE !  Trunk  lift  and  to  the  left— BEND! 
RAISE!     Trunk  hft  and  to  the  right— BEND  1     RAISE!     POSITION! 

Spring  jump.     (See  Lesson  IV.) 

Arms  sideways  raise,  heels  raise,  inhale — slowly — 1 ! 
Arms  and  heels  sink  as  slowly  exhale — 2! 

Lesson  VIL  20  Minutes.  Daily— 7th  Week. 

Class— ATTENTION !     Feet— CLOSE!     Feet— OPEN  !     Heels— RAISE! 
Heels— SINK!     Arms  forward— BEND  !     Sideward— FLING  ! 
Toes— RAISE!     SINK!     POSITION! 

Feet — CLOSE  !  Arms  forward  and  upward  raise  as  trunk  to  the  left — TWIST! 
Arms  sideward  and  downward  sink  as  trunk  forward — TWIST ! 
Repeat  to  the  right.    POSITION! 

Heels — RAISE  !    Knees  deep — BEND  !     Arms  upward  and  sideward — 

STRETCH!     1,2,3,4—1,2,3,4.     Knees— STRETCH !     Heels— SINK! 

Hips— FIRM!     Left  leg  backward— RAISE!    Foot— REPLACE ! 
1,2—1,2—1,2—1,2.     Repeat  with  the  right.     POSITION! 

Hips— FIRM!    Left  forward— FALL  OUT!    POSITION! 

1,2—1,2—1,2—1,2.    Right  forward— FALL  OUT !    POSITION! 
1,2—1,2—1,2—1,2.    POSITION! 

Hips— FIRM  !  Feet  sideways— PLACE !  Trunk  lift  and  to  the  left— BEND  ! 
RAISE!  Trunk  forward— BEND !  RAISE!  Trunk  lift  and  to  the  right— 
BEND!     RAISE!     Hands  and  feet,  quickly— POSITION ! 

Spring  jump.    (See  Lesson  IV.) 

Arms   sideways  raise   and — INHALE!     Arms   sink  and— EXHALE! 

Lesson  VIII.  20  Minutes.  Dally— 8th  Week. 

Class— ATTENTION  !  Head— FIRM  !  Hips— FIRM  !   CHANGE!   CHANGE! 
Feet— CLOSE!     Heels— RAISE!     Left  foot  forward— RAISE!     Sink! 
Right   foot  backward— RAISE!     POSITION! 

Arms  upward  bend  and  left  foot  sideways — PLACE!  With  palms  up,  arms 
sideward  stretch  and  heels — RAISE!  Arms  upward  raise  and  knees — 
BEND !  Arms  sink  and  knees— STRETCH  !  Arms  bend  and  heels— SINK! 
Hands  and  foot— POSITION !    Repeat  to  the  right.     POSITION! 


110  PHYSICAL  EDUCATION  COMPLETE 

Arms  forward— BEND ! 

Deep  breathing  and  slow  arm  flinging  sideways — FLING ! 
BEND!     l!2!etc.     POSITION! 

Arms  sideways— RAISE!     Hands— TURN  !     Arms  half  sideways— BEND  ! 
Sideways— FLING !     BEND!    POSITION! 

Arms  half  sideways— BEND !     Heels— RAISE !     Knees— BEND ! 

Deep— BEND!    Knees— STRETCH  !    Heels— SINK!     POSITION! 

Feet— CLOSE!  Left  foot  forward— PLACE !  Trunk  slightly  forward— BEND  ! 
Arms  forward  upward — FLING!  Arms  forward  downward — FLINCi ! 
1,  2—1,  2.  Trunk— RAISE !  Hands  and  foot— POSITION !  Repeat  to  right. 

Forward  cut  step.     (See  Lesson  II.) 

Arms  sideward  to  overhead  circle  raise  and — INHALE! 
Arms  lower  and — EXHALE! 

Lesson  IX.  20  Minutes.  Daily— 9th  Week. 

Class— ATTENTION !    Heels— RAISE!    Heels— SINK!     Left— FACE! 

Right— FACE!  Right  about— FACE!  Left  about— FACE!  Toes  raise 
and  hips— FIRM !  POSITION!  Arms  quickly,  half  sideways— BEND! 
POSITION ! 

Hips  firm  and  feet  astride— JUMP  1  Trunk  lift  and  to  the  left— BEND! 

RAISE!  Trunk  and  arms  forward— BEND!  Arms  sideward— FLING ! 
BEND !  FLING !  Trunk  raise  and  hips— FIRM  !  Trunk  lift  and  to  the 
right,  etc.    POSITION ! 

Arms  sideways— RAISE !  Half  forward— BEND  !  Arm  rotation— 1 !  2  !  1 !  2 ! 
etc.    Head— FIRM!    POSITION!— 

Arms  forward  upward— FLING !  Left  leg  forward— RAISE !   Knee— BEND! 
Knee— STRETCH!    Foot— REPLACE !    Repeat  with  the  right. 
POSITION ! 

Arms  forward  and  upward  fling  and  left  foot  backward — FALL  OUT ! 
POSITION!    1,2—1,2.    Repeat  right.    POSITION! 

Left  hip  firm,  right  arm  forward,  upward  fling  antl  left  foot  forward — PLACE  ! 
Trunk  lift  and  to  the  left— BEND!  RAISE!  POSITION!  Repeat  all 
right.     POSITION ! 

Cut  step  sideward.     (See  Lesson  I.) 

Hips— FIRM!     With  a  deep  breath,  chest— RAISE!     SINK!     POSITION! 


1 


FOR  SCHOOLS  AND  PI.A^GROUXDS  J 11 

Lesson  X.  20  Minutes.  Daily— 10th  Week. 

Class — ATTENTION!     Hips  firm  and  feet — CLOSE!     Arms  sideways  raise 
and  left  foot  forward— PLACE!    REPLACE!    POSITION! 
Arms  forward— BEND!    FLING!    POSITION! 

Hips  firm  and  heels — RAISE!     Quick  running  in  place — GO! 
Class— PI  ALT!     1,2,3,4.    POSITION! 

Arms  forward — BEND !     Deep  breathing  and  slow  arm  flinging  sideways — 
FLING!    BEND!     1,2—1,2.     POSITION! 

Arms  sideways  and  upward,  twice  in  each  direction — 
STRETCTl!     1,2—1,2—1,2—1,2.     POSITION! 

Arms  upward— STRETCH  !     Feet— CLOSE!     Left  knee  upward— BEND! 
Knee  forward— STRETCH  !    Upward— BEND !    Backward— STRETCH  1 
Upward— BEND !     POSITION!     Repeat  with  right  foot. 

Arms  half  sideways — BEND!     Arm  rotation — 1!  2!  1!  21  etc. 
POSITION! 

Forward  cut  step.     (See  Lesson  II.) 

Hips  firm  and  feet  close,  with  a  deep  breath,  chest— RAISE!  SINK!  RAISE! 
SINK!    Hands  and  feet— POSITION ! 


Lesson  XL  20  Minutes.  Daily— 11th  Week. 

Class— ATTENTION  !     Right— DRESS!     FRONT!     Feet— CLOSE! 
Trunk  forward— BEND  !    Arms  forward— BEND  !    Trunk— RAISE  ! 
Hands  and  feet— POSITION  ! 

Hips  firm  and  heels — RAISE!     Quick  running  in  place — GO! 
Class— HALT!.    1,2,3,4.     POSITION! 

Arms  half  sideways — BEND!     Slow  arm  extension  upward  and  with  a  deep 
breath,  head  backward— PULL !     1,  2,  etc.     POSITION! 

Arms  upward  bend  and  feet — CLOSE  !    Arms  upward — STRETCH  ! 

Left  knee  upward— BEND  !    Right  heel— RAISE !  SINK !  RAISE !  SINK ! 
Quickly— POSITION!     Repeat  to  the  right. 

Hips  firm  and  heels — RAISE!    High  knee  upward  bending,  beginning  with  the 
left— GO!    Class— HALT!     1,2.3.    POSITION! 

Arms  sideways  fling  and  to  the  left— LUNGE!    Arms  and  foot— POSITION ! 
Same  to  the  right.     POSITION ! 

Spring  jump.     (See  Lesson  IV.) 

Arms  sideways  raise  to  circle  overhead  and  inhale  slowly. 
Arms  sink  and  exhale  slow!)-,  1,  2 — 1,  2. 


112  PHYSICAL  EDUCATION  COMPLETE 

Lesson  XII.  20  Minutes.  Daily— 12th  Week. 

Class— ATTENTION !    Hips  firm  and  left  leg  forward— RAISE !  POSITION  ! 
Right  foot  back-ward— FALL  OUT  !     POSITION  !     In  place— REST  ! 
POSITION!    Head— FIRM!    Hips— FIRM !    CHANGE!    CHANGE! 
POSITION! 

Head— FIRM  !    Trunk  to  the  left— TWIST  !    Forward— TWIST  ! 
Trunk  to  the  right— TWIST!    Forward— TWIST  !     POSITION! 

Hands  on  desks — PLACE!     Legs  backward,  with  toes  on  floor — PLACE! 
Arms— BEND!    STRETCH!    BEND!    STRETCH!    POSITION! 

Arms  sideways  and  toes — RAISE!    Arms  and  toes — SINK! 

y\rms   half   forward— BEND !     Arm   rotation— 1 !  2!   etc.     POSITION! 

Arms  upward — BEND!  Arms  upward  stretch  and  trunk  tu  the  left — BEND! 
RAISE!    BEND!    RAISE!     POSITION! 

Forward  cut  step.    (See  Lesson  II.) 

Arms  sideways  raise  and — INHALE! 

Arms  sink  and — EXHALE! 

Lesson  XIII.  20  Minutes.  Daily— 13th  Week. 

Class— ATTENTION  !     Mark  time— MARK!     Class— HALT  !     1,2. 

Left— FACE!    Right— DRESS!    FRONT!    Right— FACE!    Left  about— 
FACE!    Right  about— FACE!     POSITION! 

Arms  sideways  raise  and  trunk  to  the  left — TWIST!  Trunk  forward — 
TWIST  !  'l,  2—1,  2—1,2.  Trunk  to  the  right— TWIST  !  Trunk  forward— 
TWIST!    1,  2—1,  2—1,  2.   POSITION. 

Arms  upward,  sideward,  downward,  backward,  twice  in  each  direction — ■ 
STRETCH ! 

Hips — FIRM!     Left  leg  backward  stretch  and  right  knee — BEND! 

Knee— STRETCH  f   BEND!    STRETCH!    POSITION!   Repeat  with  the 
right.    POSITION! 

Arms  half  sideways— BEND!     Arm  rotation— 1  !  2 !  etc.     POSITION! 

Arms  upward  stretch  and  left  foot  outward — PLACE!     Trunk  to  the  left — 
TWIST !     Trunk  forward  and  to  the  right— TWIST  !     1,  2—1,  2. 
Forward— TWIST!    Feet— CHANGE  !    Trunk  to  the  right— TWIST  ! 
Trunk  forward  and  to  the  left— TWIST  !    1,  2—1,  2.    Forward— TWIST  ! 
POSITION! 

Spring  jump.     (See  Lesson  IV.) 

Hips  firm  and  with  a  deep  breath,  chest— RAISE!     SINK!     POSITION! 


FOR  SCHOOLS  AXD  PLAYGROUNDS  113 

Lesson  XIV.  20  Minutes.  Daily— 14th  Week. 

Class— ATTENTION !     Left— FACE !    Two  steps  to  the  right— MARCH  ! 
Left  face  and  two  steps  forward— MARCH  !     Right  about— FACE ! 
Feet— CLOSE!    Feet— OPEN  !    POSITION! 

Anns  forward  and  upward  fling  and  left  font  forward — PLACE! 
Head  l)ackward— PULL!  Head  to— POSITION  !  1,  2,  etc. 
Arms  and  feet— CHANGE !  etc.     POSITION! 

Heels— RAISE!     Knees— deep— BEND  !     Arms  sideward— STRETCH  ! 
L  2— 1.  2.     Knees— STRETCH!     Heels  sink  and— POSITION  ! 

Hips— FIRM!    Left  leg  backward— RAISE!    Right  knee— BEND  ! 
Knee  stretch  and  left  leg— POSITION !     Repeat  right. 

Hips— FIRM!    Left  forward— FALL  OUT!    POSITION!     1,2—1,2—1,2. 
Right  forward— FALL  OUT!     POSITION!     1,  2—1,  2—1,  2. 
POSITION ! 

Arms  sideways  fling  and  to  the  left — LUNGE! 

Arms  and  feet— CHANGE  I     1,  2.    Arms  and  feet— CHANGE!     1,  2. 
POSITION! 

Forward  cut  step.     (See  Lesson  II.) 

Arms  sideways  raise,  heels  raise  and — INHALE! 
Arms  and  heels  sink  and — EXHALE  1 


Lesson  XV.  20  Minutes.  Daily— 15th  Week. 

Class— ATTENTION  !     Arms  forward,  upward  and  heels— RAISE  ! 
Arms  and  heels— SINK!     Heels— RAISE!     Knees— BEND  ! 
Knees— STRETCH  !     Heels— SINK !     Right  and  left  hip— FIRM  ! 
CHANGE !     POSITION ! 

Arms  upward— STRETCH  !     Heels— RAISE  1     Knees— BEND! 
Arms  half  sink — 1!    Arms  upward  raise — 2!    1,2. 
Knees— STRETCH  !    Heels— SINK!     POSITION! 

Anns  half  sideways  bend  and  feet — CLOSE!     Left  foot  forward — PLACE! 
Slow  arm  stretching  upward,  with  backward  pulling  of  head  and  deep 
breathing,  1,  2—1,  2.     POSITION! 

Arms    upward— STRETCH  !      Feet— CLOSE!      Left    knee    upward— BEND! 
Right  heel— RAISE!    SINK!    RAISE!    SINK!    POSITION! 
Same   witli  the  left. 

Feet— CLOSE!     Left  foot  forward— PLACE ! 

Trunk  slightly  forward — BEND!    Arms  forward,  upward — FLING!    . 


114  PHYSICAL  EDUCATION  COMPLETE 

Arms  forward,  downward— SINK!    Count  1,  2.    Trunk— RAISE! 
Hands  and  foot— POSITION !     Repeat  right. 

Hips  firm  and  heels — RAISE!     High  knee  upward  bending — GO! 
Class— HALT!    1,2,3.    POSlVlON! 

Head  firm  and  with  a  deep  breath,  chest — RAISE!  SINK! 

Lesson  XVI,  20  Minutes.  Daily— 16th  Week. 

Class— ATTENTION !  Hips— FIRM  !  Head— FIRM  !  CHANGE!  CHANGE! 
POSITION!     Arms  forward— BEND!     Arms  half  sideways— BEND  ! 
Left— FACE!    Right— FACE!    Heels— RAISE!    SINK!    POSITION! 

Left  forward — FALL  OUT !  Arms  forward,  sideward,  upward  and  downward, 
twice  in  each  direction— STRETCH  !     POSITION  ! 

Hands  on  desks— PLACE  !     Legs  backward— PLACE!     Arms— BEND! 
STRETCH!    BEND!    STRETCH!     POSITION! 

Hips— FIRM!    Right  leg  backward— RAISE!    Left  knee— BEND! 
Knee— STRETCH  !     POSITION!     Repeat  with  right. 

Arms  sideward  stretch  and  feet  sideward — PLACE!    Trunk  forward — BEND! 
Arms  half  forward — BEND!     Arm  rotation — 1!  2! 
Trunk— RAISE!     Hands  and  feet,  quickly— POSITION  ! 

Left— FACE  !    Hips  firm  and  left  foot  outward— FALL  OUT  !      ' 
Trunk  lift  and  to  the  left— BEND  !    RAISE !    POSITION  I 
Repeat  to  the  right.    Right— FACE!     POSITION! 

Spring  jump.     (See  Lesson  IV.) 

Arms  slowly  sideways,  upward  raise  and — INHALE! 

Arms  sink  and— EXHALE! 

Lesson  XVH.  20  Minutes.  Daily— 17th  Week. 

Class— ATTENTION !    Feet  close  and  hips— FIRM  !    Heels— RAISE! 

Knees— BEND  !    Knees— STRETCH  !    Heels— SINK  !    Hands  and  feet— 
POSITION! 

Arms  upward  stretch  and  feet  sideways— PLACE!  Trunk  to  the  left — 
TWIST!  Forward— TWIST!  1,2—1,2.  Trunk  to  the  right— TWIST  ! 
Forward— TWIST!     1.2—1,2.     POSITION! 

Arms  forward  bend  and  feet— CLOSE!     Left  foot  forward— PLACE ! 

Slow  arm  flinging  sideways,  deep  breathing  and  chest  raising — 1,  2 — 1,  2. 
Feet— CHANGE !    Repeat  to  the  right.    POSITION  ! 

Arms  sideways— STRETCH  !     Arms  upward— STRETCH  ! 

Repeat  arms  upward— STRETCH  !     Arms   sideward— STRETCH  !     etc. 
.  POSITION! 


FOR  SCHOOLS  AND  PLAYGROUNDS  115 

Arms  si<lc\va\s  raise  and  feet — CLOSE! 

Left  knee  upward— BEND !     Right  heel— RAISE!     SINK!     1,  2-1,  2. 
Right  heel— SINK!     Repeat  to  the  right.     POSITION! 

Arms   forward  and  upward  fling  and   heels — RAISE! 
Heels- SINK!    RAISE!     SINK!    POSITION! 

Forward  out  step.     (See  Lesson  II.) 

Head  backward  pull  and  slowly  inhale — 1 ! 
Head  to  position  and  exhale — 2 ! 

Lesson  XVIII.  20  Minutes.  Daily— 18th  Week. 

Hips   lirm  and   feet— CLOSE!     Left   foot    forward— PLACE! 

Heels— RAISE!     Knees— BEND  !     Knees— STRETCH  !     Heels— SINK! 
Hips   firm  and   feet— CHANGE!     Repeat   right.     POSITION! 

Head  firm  and  left  foot  sideways — PLACE! 
Arms  sideways  fling  and  heels — RAISE! 
Arms  upward  rair.e  and  knees — BEND! 
Arms  sink  and  knees — STRETCH  ! 

Arms  bend  and  heels— SINK!    Hands  and  foot— POSITION ! 
Repeat  right. 

Arms  forward  bend  and  feet — CLOSE!     Left  foot  forward — PLACE! 
Slow  arm  flinging  sideways,  deep  breathing  and  chest  raising,  I,  2. 
Feet— CHANGE! 

Arms  sideways— STRETCH  I     Arms   upward— STRETCH  ! 

Repeat   arms    upward — STRETCH!     Arms    sideward — STRETCH!    etc. 
POSITION! 

Arms  forward  and  upward  fling,  right  leg  backward  raise  and  left  heel — 
RAISE!  Heel— SINK!  Foot— REPLACE !  POSITION!-  Repeat' right. 
All  very  slowly. 

Hips — FIRM!    High   knee   upward   l)cnding,   beginning  with   the   left — GO! 

Class— HALT!     1!     2!     POSITION! 
Arms  overhead  circle  and  inhale — 1  !     Sink  and  exhale — 2  ! 

Lesson  XIX.  20  Minutes.  Daily— 19th  Week. 

Class— ATTENTION !     Feet  close  and  hips— FIRM !     Left  foot   forward— 
RAISE!    Knee— BEND!    Knee— STRETCH  !     Foot— REPLACE ! 
Right  foot  backward— PLACE!    Toes— RAISE!    SINK!    POSITION! 

Arms  sidewavs  raise  and  left  foot  forward — PLACE! 

Arms  forward— BEND!    FLING!    BEND!    FLING! 

Arms   bend,   fling  and   feet— CHANGE— 1  !  2!     POSITION! 


116  PHYSICAL  EDUCATION  COMPLETE 

Arms   forward,  upward  and   left   leg  backward — RAISE! 

Right  heel— RAISE!    SINK!    RAISE!    SINK!    POSITION! 
Repeat  with  right. 

Arms  forward— BEND  !    Feet— CLOSE  ! 

Left  heel  raise  and  right  leg  backward — STRETCH ! 
Left  heel  sink  and  right  leg  downward — PLACE! 
Repeat  right.     I'OSITION! 

Hips— FIRM!     High  knee  upward  bending— GO!     Class— HALT !     1,  2. 
POSITION ! 

Arms  sideways  fling  and  the  left  side — LUNGE! 
Trunk  lift  and  to  the  left— BEND!  RAISE! 
Arms  fling  and  feet— CHANGE!     1,  2.     Repeat  right.     POSITION! 

Spring  jump.     (See  Lesson  IV.) 

Arms  sideways  raise  and  heels  raise  as  inhale — 1 ! 
Arms  lower  and  exhale — 2  \ 


Lesson  XX.  20  Minutes.  Daily— 20th  Week. 

Class— ATTENTION  !  Right  hip  and  left  head— FIRM ! 

CHANGE!     Feet— CLOSE!    OPEN!    Feet  sideways— PLACE!     1,2. 
POSITION!    Arms  forward  bend  and  feet  astride— JUMP ! 
Hands  and  feet,  quickly— POSITION ! 

Head  firm  and  feet— CLOSE!    Left  foot  forward— PLACE ! 
Chest— RAISE!    SINK!    RAISE!    SINK! 

Head  firm  and  feet — CHANGE!     Repeat  right.     Hands  and  feet — 
POSITION! 

Arms  upward^B END  !    Left  arm  sideways,  palm  up  and  right  arm  upward — ■ 
STRETCH!     1,  2—1,  2.     Class— HALT!     1,  2.     Left^rm  upward  and 
right  arm  sideways— STRETCH!    1,2—1,2.    Class— HALT !    1,2. 
POSITION ! 

Hips  firm  and  feet— CLOSE!     Left  leg  sideways— RAISE! 

Right  heel— RAISE!     SINK!     RAISE!     SINK!     Hands  and  foot— 
POSITION!     Repeat  right.     POSITION! 

Hips— FIRM!     High  knee  upward  bending— GO!     Class— HALT!    1,2. 
POSITION ! 

Hips— FIRM!     Leg  flinging  sideways   slowly— GO!     Class— HALT !      1,  2. 

Hips — FIRM!     Give  forward  cut  step  from  right  leg  forward — RAISE! 

Arms  sideways  raise,  heels  raise  and  with  a  deep  breath — INHALE! 
Arms  and  heels  lower  and — EXHALE ! 


CHAPTER  V 


G-ames  for  All  Grades  for  the  School  Room  and  Playground 


GAMES  FOR  GRADE  I. 


Hide  the  Thimble 

Bean  Bag  Board  Game 

Froggie  in  the  Puddle 

String  Jump 

Simple  Relay  Race 

Drop  the  Handkerchief 

Black  Board  Relay  Race  No.  1 

Rabbits  in  the  Hollows 

Fox  and  Ducks 

The  Jolly  Miller 

Teacher  and  Class 

Squirrel  and  Nut 


Bean  Bag  or  Ball  Plays 

1.  Bean  Bag  Overhead — Pass 

2.  Toss  and  Catch 

3.  Bean   Bag  Six 

4.  Bean  Bag  Left  and  Right 

5.  Bean  Bag  Overhead — Drop 

6.  Basket  Bean  Bag  Toss 

7.  Ring  Toss 

8.  Circle  Bean  Bag  Toss  No.  1 

9.  Bean  Bag  Relay  Race 
10.  Bean  Bag  Double  Ring 

The  Lost  Child 

"Good  Morning !" 

"On  My  Way  to  School" 


GAMES  FOR  GRADE  II. 


Hide  the  Thimble 

Bean  Bag  Board  Game 

String  Jump 

Drop  the  Handkerchief 

Black  Board  Relay  Race  No.  1 

Rabbits    in   the   Hollows 

Fox  and  Ducks 

The  Jolly  Miller 

Scjuirrel  and  Nut 

Huckle,  Buckle,  Beanstalk 


Touch 

The  Lost  Child 
Changing  Seats 
Tick,  Tack,  Tow 
Simon  Says 
Teacher   and    Class 
"Good  Morning!" 
"On  My  Way  to  School" 
Bean  Bag  or  Ball  Plays  (As  listed 
for  Grade  I.) 


GAMES  FOR  GRADE  III. 


Black  Board  Relay  Race  No.  2 

Occupation 

Simon  Says 

Follow   the   Leader 

Pussy  Wants  a  Corner 

Hopping  Relay  Race  No.  1  or  2 

Circle  Bean  Bag  Toss  No.  2 


Cat  and  Mice 

Crossing  the  Brook 

Pom,  Pom,  Pull-Away 

Number  Call 

Chase  Ball 

Volley  Ball  Zig-Zag 

"I  Say  Stoop!" 


FOR  SCHOOLS  AND  PLAYGROUNDS 


119 


GAMES  FOR  GRADE  IV. 


\ollcy  Ball  Zig-Zag  No.  1 

"Good  Morning!" 

Cross  Tag 

Hurdle  Race 

Basket  Bean  Bag  Toss 

Colors 

Carry  Relay 

Dodge  Ball  No.  1 

Dodge  Ball  No.  2 

Wood  Tag 

New  York 


Circle  Tag 

Horns 

Volley  Ball  Seat  Relay  kace 

"I  Say— Stoop!" 

Hopping  Relay  Race  No.  1  or  2 

Simon  Says 

Pom,  I'om,  Pull-Away 

Occupation 

Follow  the   Leader 

Black  Board  Relay  Race 

Playground  Base  Ball 


GAMES  FOR  GRADE  V. 


"Beast,  Bird  or  Fish !" 

"Crackabout !" 

Flying   Dutchman 

Hustle 

Bob 

Astride  Ball  Pass  or  Rugby  Pass 

(Companion  to  Bob) 
"Good  Morning!" 
Dodge  Ball  No.  1 
Dodge  Ball  No.  2 
Wood  Tag 
Playground  Base  Ball 
Hurdle  Race 


Fish  Net 

Flag  Relay 

Goal  Throwing  Relay  No.  1  or  2 

Pom,  Pom,   Pull-Away 

Colors,    Birds    or   Animals 

Keep  Away  (or  Take  Away) 

German  Bat  Ball 

Horns 

Volley  Ball  Seat  Relay  Races 

Schoolroom  Base  Ball 

Hopping  Relay  Race  No.  1  or  2 

Tag 


GAMES  FOR  GRAMMAR  GRADES. 


Zip 

Three  Deep 

"Beast,  Bird  or  Fish!" 

"Crackabout !" 

Hustle 

Bob 

Astride  Ball  Pass  or  Rugby  Pass 

Japanese  Tag 

Dodge  Ball  No.  2 

Fish  Net 

Last  Couple  Out 

Flag  Relay 

Tug  of  War 

Potato  Race 

Cross  Tag 


Goal  Throwing  Relay  No.  1 

Goal  Throwing  Relay  No.  2 

Volley  Ball  Zig-Zag  No.  2 

Rooster  Fight 

Colors,   Birds  or  Animals 

Catch  Slap 

Hustle   Away  Tag 

Keep  Away  or  Take  Away 

Soccer  Foot  Ball 

(Basket  Ball) 

Volley    Ball 

Captain  Ball 

German    Bat    Ball 

Playground  Base  Ball 

Tennis 


120  PHYSICAL  EDUCATION  COMPLETE 

GAMES  FOR  THE  SCHOOLROOM  AND  PLAYGROUND 
FOR  ALL  GRADES. 

Give  boys  and  girls  happy,  clean  wholesome  play  and  plenty  of  it  if  you 
would  have  them  learn  the  lessons  of  honesty  and  straightforwardness  and 
help  them  to  become  strong  and  vigorous  men  and  women. 

RULES  FOR  TEACHING  A  GAME. 

1st.  Explain  your  game  thoroughly  to  the  children  before  any  attempt  is 
made  by  the  class  to  play  it. 

2nd.  It  is  often  a  great  help  to  use  the  blackboard  to  illustrate  the  various 
points  of  the  game,  or  to  use  a  few  of  the  children  to  illustrate  posi- 
tions, situations,  etc. 

3rd.  It  is  ver}'  unwise'  to  attempt  to  play  and  teach  a  game  at  the  same  time, 
particularly    where   a    large    number   of   children    are   participating. 

4th.  Be  sure  to  have  all  points  of  the  game  clear  before  beginning  to  play, 
providing  the  game  is  one  of  the  simpler  kind.  It  is  sometimes  neces- 
sary, in  the  more  difficult  games,  to  explain  one  portion  of  it,  then  have 
the  children  play  that  part.  Explain  another  portion,  play  it,  etc., 
finally  gathering"  up  all  sections,  play  the  entire  game. 

5th.  If  there  is  a  large  number  of  children  wishing  to  play  the  same  game, 
unless  it  is  one  involving  activity  for  many  at  the  same  time,  it  is  better 
to  form  the  children  in  several  groups,  explain  the  game  to  all,  using 
one  group  to  demonstrate  for  the  rest  and  then  let  all  play. 

GAMES  FOR  GRADES  I— VIIL 

HIDE  THE  THIMBLE.     (Schoolroom.) 
One  child  is  selected  to  hide  the  thimble. 

All  the  children  in  the  room  with  the  exception  of  the  one  who  is  to  hide 
the  thimble,  go  to  the  back  of  the  room  and  stand  with  their  faces  to  the  win- 
dows, so  they  may  not  see  the  movements  of  the  one  who  has  the  tliinil)lc. 
The  thimble  is  then  hidden  in  some  snUg  little  corner,  the  children  all  called  to 
hunt  for  it  and  the  excitementjjegins.  Little  hints  as  to  whether  or  not  any- 
one is  close  to  the  thimble  may  be  given  by  saying.  "You  are  getting  warmer," 
if  near  it,  or  "You  are  getting  colder,"  if  not  close,  or  by  loud  or  c|uiet  clap- 
ping, etc.  The  child  who  discovers  the  thimble  has  the  chance  then  to  hide  it, 
while  the  others  take  positions  as  before. 

BEAN  BAG  BOARD  GAME.     (Schoolroom.) 

Apparatus — Bean  Bag  Board  and  four  Bean  Bags. 

Board  is  placed  against  the  wall  and  a  line  drawn  on  the  floor  about  ten 
feet  distant  for  the  children  to  "toe." 


FOR  SCHOOLS  AND  PLAYGROUNDS  121 

The  children  stand  in  line,  the  first  one  taking  the  four  bean  bags  in  his 
hands  and,  one  by  one,  tossing  them  at  the  board,  trying  to  get  them  to  fall 
through  either  of  the  two  holes  in  the  board.  The  larger  hole  in  the  board  is 
numbered  10  and  the  smaller  one  5.  A  bean  bag  put  through  either  hole, 
counts  just  that  much  on  the  thrower's  score.  The  teacher  writes  the  child's 
name  on  the  blackboard  and  the  score  opposite  his  name.  Number  two  steps 
up  and  has  four  tosses.  His  name  and  score  are  written  on  the  board  and  so 
the  game  is  carried  on,  the  child  having  made  the  highest  score  is  declared 
the  winner. 

FROGGIE  IN  THE  PUDDLE.    (Schoolroom  or  Playground.) 

Children  form  a  circle  around  the  "Frog"  in  the  puddle. 
The  children  join  hands,  and  dance  or  skip  around  the  child  who  is  in  the 
center,  representing  the  frog.    As  they  skip  around  they  say  the  little  rhyme : 

"Froggie  in  the  puddle 
Can't    get    out ; 
Take  a  little  stick 
And  poke  him  out." 

"Froggie"  has  to  stay  within  a  small  ring  which  has  been  drawn  around 
him,  and  as  the  children  tease  him  and  make  dashes  at  him,  going  as  close  as 
they  dare  without  being  tagged,  he  attempts  to  touch  one,  but  he  must  be  very 
careful  not  to  get  outside  of  his  ring.  If  he  succeeds  in  tagging  a  child,  that 
one  becomes  "Froggie"  and  the  first  one  joins  the  circle. 

STRING  JUMP.    (Schoolroom  or  Playground.) 

Two  children  hold  ends  of  a  piece  of  string  about  6  feet  long. 

Children  form  in  a  line  for  jumping. 

The  leader  of  the  line  takes  a  few  Hght,  rimning  steps  and  vaults  over 
the  string.  (Care  should  be  taken  to  teach  the  children  to  land  properly  on 
the  toes  and  spring  to  the  erect  position.)  Number  two  follows  and  so  on 
until  all  the  children  have  jumped,  when  the  ends  of  the  string  are  held  by 
two  of  the  children  who  have  jumped  the  string,  so  that  all  may  have  a  chance. 
The  children  then  line  up  again,  the  string  is  raised  a  little  higher  and  the 
children  try  again.  Thus  the  game  goes  on  and  those  wdio  cannot  make  the 
jumps  must  drop  out  and  watch  the  others.  The  one  who  stays  in  the  game 
the  longest  is  the  winner. 

SIMPLE  RELAY  RACE.     (Schoolroom  or  Playground.) 

Children  form  in  rows,  each  row  having  the  same  number  in  it. 

A  line  is  drawn  for  the  children  in  the  first  row  to  "toe." 

If  played  in  the  schoolroom,  children  should  raise  their  seats  and  stand 
between  desks. 

At  a  given  signal,  the  children  in  the  first  line  toe  the  mark,  at  "Go  1" 
they  run  to  the  front  of  the  room,  touch  the  chalk  tray  and  return,  tagging 


FOR  SCHOOLS  AND  PLAYGROUNDS 


123 


number  two  of  their  respective  lines,  pass  on  to  the  rear  of  the  line  and  take 
up  position,  while  child  number  two  of  each  row,  as  soon  as  tagged,  dashes 
across  the  line  and  runs  to  touch  the  chalk  tray,  returns  and  tags  child  num- 
ber three,  etc.  This  gradually  brings  the  leaders  to  their  original  positions  in 
the  line.    The  line  wins  whose  leader  first  reaches  that  place. 

DROP  THE  HANDKERCHIEF.     (Schoolroom  or  Playground.) 

Children  form  a  circle,  with  one  on  the  outside  of  the  circle,  who  carries 
a  handkerchief  in  her  hand. 

The  child  carrying  the  handkerchief  passes  around  the  circle,  sometimes 
walking,  skipping  or  running,  as  she  wishes,  and  when  she  has  reached  some 
child  at  whose  heels  she  wishes  to  drop  the  handkerchief,  she  does  so  as 
quietly  as  possible  and  starts  on  around  the  circle  again,  her  object  being  to 
gain  the  place  which  is  to  be  made  vacant  by  the  child  who  is  to  pick  up  the 
handkerchief  and  give  chase.  The  one  who  reaches  the  vacant  space  last  has 
to  take  the  handkerchief  and  the  game  is  continued.  The  children  forming 
the  circle  are  not  to  turn  around  to  watch  the  child  with  the  handkerchief  as 
she  passes  behind  them. 

BLACKBOARD  RELAY  RACE  NO.  1.     (Schoolroom.) 

Children  sit  at  their  desks,  the  same  number  of  children  in  each  row. 

At  a  given  signal  the  children  occupying  the  front  seats  leave  their  seats 
from  the  left  side,  run  to  the  background,  pick  up  chalk,  make  the  figure  1, 
place  chalk  in  the  tray  and  run  to  their  seats.  As  soon  as  seated  the  children 
in  the  next  seats  behind  repeat  the  action,  etc.  The  row  finishing  first,  of 
course,  wins  the  game. 

(Any  mark  may  be  made  on  the  board  which  the  teacher  designates.) 

RABBITS  IN  THE  HOLLOWS.    (Schoolroom,  if  there  is  room  for  running, 

or  Playground.) 

Children  form  groups  of  threes,  taking  hold  of  hands,  and  one  to  repre- 
sent a  rabliit  is  in  the  center.  There  are  two  extra  runners,  one  a  rabl)it  and 
the  other  a  hound. 

When  the  signal  to  run  is  given,  the  rabbit  makes  for  a  "hollow"  where 


RABBITS    IN     THE    HOLLOW— SECOND    GRADE 


124  PHYSICAL  EDUCATION  COMPLETE 

there  is  already  snuggled  a  little  rahljit.  Raljliit  number  two  works  his  way 
into  the  hollow  and  the  little  rabbit  that  was  in  the  hollow  must  find  another 
home  at  once,  so  he  runs  to  one  of  the  other  groups  and  drives  out  the  little 
rabbit  in  that  hollow,  etc.  Now,  if  the  hound  should  catch  a  raljbit  before 
safety  is  reached,  by  some  wonderful  magic  the  hound  becomes  a  rabljit  and 
the  rabbit  that  was  being  chased  becomes  the  hound,  and  the  game  is  con- 
tinued. Every  few  minutes  one  of  the  three  children  forming  the  hollow 
should  be  allowed  to  exchange  places  with  the  rabbit  within  that  hollow  in 
order  that  all  may  have  a  chance  to  run. 

FOX  AND  DUCKS.     (Schoolroom  or  Playground.) 

One  child  to  be  the  fox. 

The  rest  are  the  ducks. 

At  one  end  of  the  wood  a  den  is  marked  ofif  for  the  fox  and  at  the  other 
a  duck  pond. 

The  ducks  stray  from  the  pond  in  search  of  food,  and  if  they  venture  too 
close  to  the  den  of  the  fox  are  liable  to  be  caught  and  devoured.  The  fox 
Avatches  his  chance  and  as  the  ducks  approach,  darts  out  and  catches  one  if 
he  possibly  can.  Each  duck  caught  must  joint  the  fox  in  his  attempts  to 
secure  the  entire  flock  of  ducks,  and  as  soon  as  the  last  one  is  caught  the 
game  is  ended.  The  first  duck  caught  becomes  the  fox  and  the  game  is 
repeated. 

THE  JOLLY  MILLER.    (Schoolroom,  if  a  space  where  there  is  no  furniture 

may  be  had.     Playground.) 

Children  form  a  double  circle,  arms  linked,  and  march  around  to  represent 
a  wheel. 

The  Miller  stands  in  the  center. 
The  circle  moves  around  as  all  say  the  rhyme : 
"Jolly  is  the  Miller  who  lives  by  the  mill — 
The  mill  goes  round  with  a  right  good  will — 
With  one  hand  in  the  hopper  and  the  other  in  the  sack. 
The  right  steps  forward  as  the  left  steps  back." 
When  the   line  "The   right  steps    forward   and  the   left   steps   back"   is 
reached,  the  children  on  the  outside  of  the  circle,  or  the  "rights,"  step  forward, 
and  the  children  on  the  inside  of  the  circle,  or  "lefts,"  take  one  step  to  the 
rear,  each  securing  at  the  same  time,  a  new  partner,  while  it  is  the  business  of 
the  Miller  to  endeavor  to  obtain  a  partner  for  himself  when  the  change  takes 
place.    Should  he  succeed,  the  one  left  without  a  partner  becomes  the  Miller. 

TEACHER  AND  CLASS.     (Schoolroom  or  Playground.) 

One  or  more  Volley  Balls. 

Children  form  a  line   (if  many  of  them,  have  several  lines)    facing  the 

child  who  has  the  ball,  and  who  stands  apart  from  the  others  about  six  feet. 

When  the  signal  is  given,  the  child  who  has  the  ball  tosses  it  to  child 


FOR  SCHOOLS  AXD  PLAYGROUNDS  125 

nuni1)c'r  cme,  who  in  turn  tnsscs  it  back  to  the  leader.  lie  tosses  it  to  child 
number  two,  etc.  If  a  child  misses  the  ball,  he  must  take  his  place  at  the 
foot  of  the  line.  If  the  leader  misses  it  he  has  to  take  the  place  of  the  one  to 
■whom  he  last  threw  the  ball,  that  child  becoming  the  leader.  The  object  of 
the  game  is  to  see  how  long  a  leader  is  able  to  keep  his  place. 

SQUIRREL  AND  NUT.     (Schoolroom.) 

An  object  to  represent  a  nut. 

Children  are  at  their  seats,  heads  lowered  on  one  arm,  eyes  closed  as  if 
asleep,  one  hand  held  open  to  receive  the  nut  from  the  squirrel. 

One  player,  who  represents  a  squirrel  and  who  carries  a  nut  in  his  or  her 
hand,  runs  <|uickly  up  and  down  the  aisles  on  tiptoe  and  drops  the  nut  into 
one  of  the  open  hands.  The  chase  now  begins  and  all  awake  to  see  the  fun, 
for  as  soon  as  the  squirrel  drops  the  nut  he  tries  to  reach  his  nest  (his  own 
seat)  before  the  player  tags  him  who  received  the  nut.  If  caught,  the  player 
who  is  the  squirrel  becomes  the  squirrel  again.  If  the  nest  is  safely  reached 
the  second  player  now  becomes  the  s(iuirrel,  and  the  game  proceeds. 

BEAN  BAG  OR  BALL  PLAYS. 

No.  1.    BEAN  BAG  OVF.RHEAD  PASS.     (Schoolroom  or  Playground.) 

Children  form  in  two  lines,  same  number  in  each  line. 

Two  Bean  BAGS  or  Volley  Balls. 

The  children  form  in  two  lines,  one  child  standing  directly  behind  the 
other.  The  two  front  children  hold  the  bean  bags  or  balls,  and  when  the  signal 
is  given  they  are  passed  quickly  overhead  to  the  one  in  the  rear,  and  so  on 
until  the  last  child  in  each  line  is  reached.  As  soon  as  the  last  child  in  a  line 
has  the  bag  or  ball,  he  or  she  runs  with  it  to  the  front  position  of  that  row  of 
children  and  starts  the  bag  or  ball  backward  again.  This  is  repeated  until  the 
child  who  originally  occupied  position  number  one  in  the  line  has  reached  the 
last  place  in  that  line.  The  first  leader  to  reach  this  place  wins  a  point  for 
that  line. 

No.  2.     TOSS  AND  CATCH.     (Schoolroom  or  Playground.) 

Bean  Bags  or  Volley  Balls. 
Children   form  in  two  lines. 

The  children  form  two  lines,  lines  facing  each  other.  The  bags  or  balls 
are  tossed  across  the  open  space,  caught  and  tossed  back. 

No.  3.    BEAN  BAG  SIX.    (Schoolroom.) 

Six  Bean  Bags  for  each  row  of  children. 

Children  in  seats. 

Each  child  who  occupies  a  front  seat  has  six  bean  bags.  At  a  given  signal 
the  bags  are  passed  overhead  to  the  children  directly  behind.  These  children 
pass  the  bags  to  the  ones  behind,  but  are  not  to  pass  any  bag  until  all  six  are 


126  PHYSICAL  EDUCATION  COMJ'LETE 

on  each  desk.  When  the  bags  have  reached  the  last  desks  the  passing  forward 
begins,  and  the  row  wins  whose  player  in  the  front  seat  first  stacks  all  six 
bags  together  on  his  desk. 

No.  4.  BEAN  BAG  LEFT  AND  RIGHT.  (Schoolroom.) 

One  or  more  Bean  Bags  for  each  row. 

Children  in  seats. 

Each  child  who  occupies  a  seat  in  the  extreme  right  row  of  seats  has  one 
or  more  bean  bags.  At  the  signal  the  bags  are  passed  by  the  left  hand  to 
the  child  directly  opposite,  who  passes  the  bags  to  the  child  directly  across 
the  aisle  from  him,  and  so  on  until  the  children  in  the  farthest  row  to  tlie  left 
have  all  received  the  bags.     The  return  passing  is  done  by  the  right  hand. 

Or  the  bags  may  be  given  to  the  children  in  the  front  seats  and  thev  pass 
to  the  ones  in  the  rear  by  the  left  hands,  with  the  return  passing  done  by 
the  right  hands.     First  row  to  get  all  the  bags  "home"  wins. 

No.  5.     BEAN  BAG  OVERHEAD  DROP.     (Schoolroom.) 

One  or  more  bags  for  each  row. 

Children  sitting  in  seats. 

Each  child  who  occupies  a  front  seat  has  one  or  more  bean  bags  and  when 
the  signal  is  given  drops  them,  one  by  one,  overhead  to  the  child  behind.  As 
soon  as  the  bags  are  passed  the  child  stands  in  the  aisle,  and  when  the  last 
child  receives  them  he  stands  and  passes  the  bags  forward  by  the  left  or  right 
hand,  as  decided  by  the  teacher.     The  row  first  receiving  the  bags  wins. 

No.  6     BASKET  BEAN  BAG  TOSS.     (Schoolroom  or  Playground.) 

One  or  more  Bean  Bags  and  a  Waste  Basket  or  Circle  hiade  on  ground. 

Children  in  line. 

Children  stand  at  a  certain  distance  from  the  basket  or  ring  and  try  to 
throw  the  bags  into  the  basket  or  circle.  Each  successful  throw  may  be 
counted  five,  and  the  one  receiving"  the  highest  score  in  a  certain  number  of 
throws,  wins. 

No.   7.     RING  TOSS.     (Schoolroom   or    Playground.) 

Three  Bean  Bags. 

Children  in  line. 

Three  rings  of  different  sizes  are  marked  on  the  floor  or  ground.  The 
smallest  is  numbered  fifteen,  the  second  ten  and  the  third  five.  Each  child  is 
allowed  three  throws  at  the  circles,  and  a  score  of  his  record  is  kept.  He  is 
allowed  fifteen  points  for  throwing  into  the  smallest  circle,  ten  the  next  and 
five  the  largest. 

No.  8.     CIRCLE  BEAN  BAG  TOSS  NO.  L     (Schoolroom  or  Playground.) 

Bean  Bag  or  Volley  Ball. 

Children  form  a  circle,  one  in  the  center. 


FOR  SCHOOLS  AND  PLAYGROUNDS  127 

The  ball  is  tossed  from  the  center  to  one  of  the  p)ayers  in  the  circle  and 
back  to  the  center,  etc. 

No.  9.     BEAN  BAG  RELAY  RACE.     (Schoolroom  or  Playground.) 

One  Bean  Bag  for  each  row. 

Children  in  seats,  or  if  on  the  Playground  standing  in  rows. 

A  Circle  marked  off  for  each  row. 

At  a  given  signal  the  players  in  the  front  seats  carry  the  bean  bags  to 
the  circles  (each  to  his  own),  place  them  inside  and  return  to  their  seats.  As 
soon  as  seated  the  next  set  of  children  goes  after  the  bags  and  returns,  placing 
the  bags  on  desks.  The  next  set  takes  the  bags  from  the  desks  and  carries 
them  to  the  circles,  etc.     The  first  row  to  finish  wins  the  game. 

No.  10.     BEAN  BAG  DOUBLE  RING.     (Schoolroom  or  Playground.) 

Three  Bean  Bags  for  each  row. 

Children  in  seats,  or  if  on  the  Playground  standing  in  rows. 

Two  circles  marked  oft'  for  each  row,  circles  for  each  row  about  two 
inches  apart. 

The  children  in  the  front  row  have  three  bean  bags  each. 

At  the  given  signal  they  run  to  their  own  circles,  place  the  bean  bags 
in  one  of  the  circles  and  return  to  seats.  The  second  players  run  to  the 
circles  take  the  bean  bags  from  circle  number  one  and  place  in  circle  number 
two,  return  to  seats,  when  the  next  set  continues  the  game.  The  first  row 
to  finish  wins  the  game. 

For  the  Playground  the  children  stand  in  lines  or  rows,  an  even  number 
in  each  row,  and  as  soon  as  a  player  completes  the  run  to  the  circle  and  back 
to  his  place  he  steps  away  from  the  row  to  allow  the  player  behind  a  free 
chance.  A  line  should  be  marked  on  the  ground  in  front  of  the  leaders  of 
the  rows  and  each  child  before  retiring  should  cross  that  line  to  his  original 
position. 

TPIE  LOST  CHILD.     (Schoolroom.) 

One  of  the  children  stands  in  one  corner  of  the  room,  face  to  the  wall, 
eyes  hidden.  The  teacher  sends  one  of  the  other  children  out  of  the  room, 
when  the  first  player  is  asked  to  face  about  and  tell  who  is  missing  from  the 
group.     If  successful  he  tries  again,  otherwise  another  child  is  selected. 

The  game  may  be  made  more  dift'icult  by  asking  the  children  to  change 
seats  after  one  has  left  the  room. 

"ON  JMY  WAY  TO  SCHOOL."     (Schoolroom   or  Playground.) 

The  teacher  asks  some  child  the  question  "What  did  you  see  on  your  way 
to  school  this  morning?"  The  child  makes  an  answer  that  includes  the  men- 
tion of  some  physical  action  that  can  be  imitated,  as  "I  saw  a  lark  flying  over 
the  field,"  and  then,  running  about  the  room,  imitates  the  fiving  of  the  bird. 


128  PHYSICAL  EDUCATION  COMPLETE 

A  few  suggestions  are  here  offered : 

"I  saw  a  girl  running  to  schooL" 

"I  saw  a  boy  playing  a  drum." 

"I  saw  some  leaves  falling  from  the  trees." 

"I  saw  a  lame  duck  going  to  the  pond." 

"I  saw  a  farmer  sowing  wheat." 

GOOD  MORNING!     (Schoolroom.) 

One  child  stands  on  the  floor  with  back  to  the  others. 

Children  sit  in  seats. 

The  teacher  asks  one  of  the  children  to  approach  to  within  three  or  four 
feet  of  the  child  who  is  standing  with  her  back  to  the  children.  When  she 
has  done  this  she  is  to  say  "Good  morning,  Kate !"  and  Kate,  without  looking 
around,  must  endeavor  to  guess  by  the  voice  which  child  is  speaking  to  her. 
If  she  thinks  she  recognizes  the  voice  she  says  "Good  morning  Sam !" 
(Using  the  child's  proper  name  in  each  instance,  of  course.)  If  the  guess 
is  an  incorrect  one,  another  trial  is  given.  If  the  guess  is  still  incorrect,  the 
child  who  was  "guesser"  sits  down  and  the  other  one  becomes  "guesser" 
now.     The  point  of  the  game  is  to  be  successful  in  distinguishing  voices. 

HUCKLE,  BUCKLE,  BEANSTALK. 

The  game  is  a  form  of  Hide  the  Thimble. 

Use  any  small  object  such  as  a  thimble,  cork  or  ring.  All  players  l)Ut  one 
leave  the  room.  The  one  remaining  hides  the  object  given  him,  but  puts  it  in 
plain  sight  in  a  place,  however,  that  is  not  too  conspicuous.  On  tup  of  a 
picture  frame  if  possible  to  get  to  it,  in  corner  of  the  room,  etc.,  but  should 
be  easily  seen  without  moving  any  object.  If  some  object,  the  color  of  the 
article  to  be  hidden,  can  be  found,  the  hiding  will  be  far  more  successful. 
When  the  article  has  been  put  in  place  the  children  enter  the  room  and  begin 
to  look  for  it.  Just  as  soon  as  one  spies  it  (he  does  not  disclose  this  fact  at 
once,  which  would  be  in  many  cases,  if  done,  a  "give  away")  he  takes  his 
seat,  and  when  seated  says  "Huckle,  Buckle,  Beanstalk,"  which  indicates  to 
the  rest  that  he  knows  where  the  object  is.  This  continues  until  all  have 
found  it,  or  the  teacher  declares  the  hunt  closed.  The  first  one  to  find  the 
object  now  hides  it. 

( If  passing  out  of  the  room  causes  too  much  confusion,  have  the  children 
place  hands  to  ears  and  close  the  eyes  tightly.) 

TOUCH.     (Schoolroom    or    Playground.) 

One  of  the  children  is  asked  to  go  to  some  part  of  the  room  and  in  plain 
sight  of  all,  touch  any  object  he  wishes.  He  then  returns  to  his  seat  and  a 
second  child  goes  to  the  same  object,  touches  it,  selects  another  object  which 
he  touches,  takes  his  seat,  and  a  third  goes  to  object  number  one,  touches 
that,  then  to  object  number  two.  touches  that,  and  now  selects  a  new  object 


FOR  SCHOOLS  AND  PLAYGROUNDS  129 

wliich  he  touches  before  taking  his  seat,  and  so  the  game  goes  on.  It  will  be 
most  surprising  to  note  the  number  of  objects  children  will  be  able  to  touch, 
without  error,  in  their  regular  order. 

(The  teacher,  with  paper  and  pencil  handy,  should  jot  down  the  names 
of  objects  touched  in  their  proper  order.) 

CHANGING  SEAT.S.     (Schoolroom.) 

Children  all  seated.  The  teacher  gives  the  order  "Seat  Changing,  For- 
ward!" when  all  the  children  leave  their  own  seats  and  occupy  the  ones 
directly  in  front  of  them.  This  will  leave  all  who  occupied  the  front  row 
of  seats  standing  and  the  back  row  of  seats  will  be  empty.  The  order  may 
now  be,  "Seat  Changing,  Left !"  or  "Seat  Changing,  Right !"  or  "Seat  Chang- 
ing, Backward !"  as  the  teacher  wishes.  In  any  case  there  will  always  be 
one  row  of  children  standing  and  sometimes  two,  according  to  the  way  the 
orders  are  given.  (It  is  well  to  give  the  orders  in  such  order  that  the  children 
are  kept  on  the  alert.) 

TICK,   TACK,   TOW.     (Schoolroom   or    Playground.) 

Children  may  play  this  game  either  at  the  blackboard  or  at  their  seats, 
with  paper  and  pencil,  two  playing  together. 

Draw  a  diagram  consisting  of  two  vertical  lines  about  four  inches  apart 
if  at  the  blackboard,  two  inches  apart  if  on  paper,  and  cross  them  by  two 
horizontal  lines,  same  distance  apart.  One  player  selects  the  zero  (o)  and 
the  other  the  plus  sign  (-|-)  for  a  mark.  The  first  one  to  place  three  of  his 
own  marks  in  a  row  wins,  when  he  says : 

"Tick,  tack,  tow, 
Three  in  a   row." 

HOPPING  RELAY  RACE  NO.  2. 

Have  an  equal  number  of  pupils  in  each  row  of  seats.  The  game  starts 
with  those  in  the  rear  seats.  All  players  remain  seated  until  it  is  their  turn 
to  hop,  each  hopping  from  his  own  seat  to  the  forward  blackboard  and  back 
to  his  seat  again. 

At  a  given  signal  the  players  seated  in  all  of  the  rear  seats  stands  in  the 
aisles  by  their  seats  and,  raising  one  foot  off  the  floor,  hop  forward  until  the 
front  blackboard  is  reached,  when  the  other  foot  may  be  raised  and  the  return 
hopping  done  on  the  one  that  was  resting  at  first.  The  players  now  hop  back 
to  their  seats,  and  as  they  pass  the  players  who  sit  in  front  of  them,  tag  them 
and  sit  down.     The  second  players  repeat  and  so  follow  the  rest. 

The  row  wins  whose  player  in  the  front  seat  first  returns  to  his  or  her 
seat. 

The  game  may  be  varied  a  little  by  having  all  the  players  start  from 
the  left  side  of  their  seats  and  returning  down  the  same  aisle  pass  around 
the  rear  seat  of  their  own  row,  return  to  place  by  way  of  the  right  aisle.  This 
gives  a  longer  distance  for  all  to  cover. 


130  PHYSICAL  EDUCATION  COMPLETE 

SCHOOLROOM  BASEBALL. 

ORIGINAL 

A  leader  is  chosen  who  has  a  faculty  for  telling  a  story.  This  leader  gives 
to  each  of  the  players  the  name  of  some  part  of  baseball  apparatus  used  in 
ball  games,  such  as  the  ball,  bat,  home  plate,  catcher's  mit,  body  protector, 
mask,  first  base,  second  base,  third  base,  also  the  names  of  baseball  players, 
catcher,  pitcher,  first  baseman,  second  baseman,  third  baseman,  shortstop, 
right,  center  and  left  fielders,  and  the  umpire.  Those  who  are  not  given  any 
of  these  names  are  "the  people  on  the  bleachers."  To  avoid  confusion  of  teams 
the  names  for  instance.  White  Sox  and  Seals,  may  be  given,  and  the  term 
White  Sox'  catcher  or  Seals'  pitcher  should  be  used  to  make  it  plain  just  which 
player  is  meant,  should  there  be  a  chance  for  confusion. 

The  leader  now  tells  the  story  of  a  baseball  game  between  the  White  Sox 
and  the  Seals.  Each  time  a  piece  of  apparatus  or  the  name  of  a  player  is 
mentioned  the  one  to  whom  that  name  was  given  stands  in  the  aisle,  turns 
around  and  sits  down  in  his  seat  again.  When  the  names  White  Sox  and 
Seals  are  mentioned  all  the  players  of  both  teams  arise,  turn  around  and  sit 
down  again.  When  the  term  "the  baseball  apparatus"  is  used  all  who  are 
given  the  names  of  such  stand,  turn  around  and  sit  down.  When  the  "people 
on  the  bleachers"  are  mentioned  all  who  have  no  particular  name  of  either 
apparatus  or  players  on  either  team  stand,  turn  around  and  sit  down.  The 
story  must  be  told  with  life  and  spirit  to  make  it  enjoyable. 

The  story  may  be  started  somewhat  like  this : 

The  day  had  arrived  for  a  game  of  baseball  between  the  White  Sox  and 
the  Seals  (all  team  members  stand,  turn  around  and  sit  down,  and  this  must 
be  done  quickly).  The  weather  was  perfect,  the  people  on  the  bleachers 
(they  stand,  turn  and  sit  down)  were  in  high  spirits.  The  White  Sox  were  at 
the  bat,  the  umpire  took  his  place  behind  the  pitcher,  who  stood  with  the  ball 
in  his  hand.  The  catcher  was  busy  putting  on  his  body  protector  and  mit,  as 
well  as  his  mask.  The  Seals'  catcher  was  "up."  The  people  on  the  bleachers 
called  "Play  ball!"  The  umpire  shouted  "Batter  up!  Play  ball!"  and  the 
game  started.  (Amusing  situations  may  now  be  introduced  as  the  game  pro- 
gresses, and  the  fun  of  it  all  will  depend  on  the  originality  of  the  leader  and 
the  quickness  with  which  he  names  the  dififerent  situations.  It  might  be  well 
to  let  some  of  them  write  the  story  outside  of  school  and  read  it  as  the  class 
acts  it  in  the  schoolroom. 

BLACKBOARD  RELAY  RACE  NO.  2.     (Schoolroom.) 

Children  sit  in  their  seats,  same  number  in  each  row. 

The  front  blackboard  is  divided  into  as  many  sections  as  there  are  rows 
of  children,  the  sections  being  numbered  accordingly. 

At  a  given  signal  the  children  occupying  the  front  seats  of  all  the  rows 
leave  their  seats  from  the  left  side,  run  to  the  blackboard,  each  to  his  or  her 
own  section  (row  number  one  would  use  section  number  one,  etc.),  pick  up 
the  chalk,  draw  the  figure  of  a  cow,  horse,  dog  or  whatever  the  teacher  sug- 
gests, place  the  chalk  in  the  tray,  run  to  the  right  side  of  seat,  tag  the  child 


FOR  SCHOOLS  AND  PLAYGROUNDS  131 

in  seat  number  two,  who  repeats  the  action,  and  so  the  game  continues.     The 
row  first  finishing  is  the  winning  one. 

OCCUPATION.     (Schoolroom   or   Playground.) 

Children   formed  in  two  or  three  lines. 

The  children  of  the  different  lines  decide  upon  some  occupation  to  imitate. 
As  soon  as  row  number  one  is  ready  the  teacher  asks  them  what  their  occupa- 
tion is.  They  reply,  for  instance,  "We  are  carpenters,"  and  all  in  that  row 
begin  to  imitate  the  sawing  of  wood  or  the  pounding  of  hammers.  Another 
row  might  imitate  washing  clothes,  ironing,  sweeping,  scrubbing,  etc.  (There 
is  ample  opportunity  for  much  fun  in  this  little  game.) 

SIMON  SAYS.     (Schoolroom.) 

The  children  sit  at  their  desks,  hands  closed,  thumbs  extended  upward. 

A  leader  is  chosen,  who  stands  before  the  class. 

The  children  are  to  imitate  his  movements  only  when  he  uses  the  words 
"Simon  says,"  for  instance,  "Simon  says,  'Thumbs  up  1' "  "Simon  says, 
'Thumbs  down!'"  or  "Simon  says,  'Wiggle,  waggle!'"  If  the  leader  says 
simply  "Thumbs  down !"  "Thumbs  up !"  or  "Wiggle,  waggle !"  at  the  same 
time  executing  the  movement  suggested  by  his  words,  and  his  movement  is 
followed  by  any  member  of  the  class,  that  child  (or  if  several,  a  choice  is 
made)  has  to  become  leader. 

FOLLOW  THE  LEADER.     (Schoolroom  or  Playground.) 

Children  form  in  one  line. 

Leader  is  chosen  and  takes  his  or  her  place  at  the  head  of  the  line. 
(Avoid  choosing  a  timid  child  for  leader.) 

The  leader  starts  the  line  in  motion  by  doing  some  "stunt"  such  as 
jumping  over  a  low  chair,  vaulting  between  seats,  hopping  on  one  foot  for 
a  certain  distance,  running  lightly  with  arms  raising  and  lowering  to  repre- 
sent birds  flying,  etc.  The  children  are  to  do  everything  the  leader  does,  and 
if  there  is  any  "stunt"  they  cannot  perform  are  to  drop  out  of  the  line  and 
take  their  seats.  Of  course  the  one  who  is  able  to  stay  with  the  leader  the 
longest,  wins. 

PUSSY  WANTS   A   CORNER.     (Schoolroom.) 

All  the  children  but  one  find  corners  in  the  room  or  any  convenient  place 
that  will  answer  for  such. 

Pussy  is  in  the  center  of  the  room. 

Pussy  passes  from  one  to  another,  going  about  the  room  to  the  different 
children  as  she  wishes  and  says  "Pussy  wants  a  corner."  The  answer  is  "Go 
to  the  next  neighbor."  The  children  exchange  places  with  each  other  as 
frequently  as  seems  safe  to  them,  for  as  soon  as  "Pussy"  sees  a  vacant 
corner  she  makes  an  effort  to  secure  it,  thus  leaving  the  former  occupant 
in  the  center.    The  game  is  made  lively  by  the  ones  in  the  various  corners 


132  PHYSICAL  EDUCATION  COMPLETE 

taking  great  chances  in  exchanging  places  and  teasing  "Pussy"  in  this  way. 
When  she  begins  to  find  her  efforts  to  secure  a  corner  are  unsuccessful  she 
cries  out  "All  corners  change  1"  at  which  there  is  a  general  scamper  and  she 
ought  to  reach  a  corner  in  safety.     The  one  left  out  becomes  "Pussy." 

HOPPING  RELAY  R.\CE  NO.  1.     (Schoolroom  or  Playground.) 

Children  arranged  in  rows,  the  same  number  in  each  row. 

A  line  is  marked  off  about  twenty-five  feet  from  where  the  rows  of 
players  stand. 

At  a  given  signal  the  children  standing  in  the  first  line  of  rows  lift  their 
left  knees,  place  hands  on  hips  and  hop  to  the  line  that  has  been  drawn, 
returning  on  the  left  foot,  the  right  knee  having  been  raised  after  the  goal 
was  reached.  When  number  two  of  each  row  is  reached  the  one  who  hoj)])cd 
first  tags  number  two  and  hops  on  to  the  rear  of  his  or  her  line,  and  number 
two  hops  to  the  goal  and  back  in  the  same  way.  This  is  continued  until 
number  one  has  again  come  to  the  front  of  his  line.  The  first  of  the  children, 
numbered  one,  to  reach  the  original  position,  signifies  that  that  line  is  winner. 

CIRCLE  BEAN  BAG  TOSS  NO.  2.     (Schoolroom  or  Playground.) 

Bean  Bag  or  Volley  Ball. 

Children  form  a  circle,  having  no  more  than  eight  players. 

One  child  in  the  center. 

The  Bean  Bag  or  Volley  Ball,  whichever  is  to  be  used,  is  tossed  by  the 
player  in  the  center  to  one  of  the  children  in  the  ring.  This  player  tosses 
it  again  to  the  center.  It  is  passed  on  in  this  way  to  each  member  of  the 
circle  and  back  to  the  center.  The  child  who  fails  to  catch  it  must  sit  down. 
If  the  center  misses,  the  first  one  of  the  circle  players  who  had  to  drop  out 
for  failure  to  catch  takes  the  place  of  the  center,  the  center  having  to  drop 
out.  If  there  are  no  players  waiting  to  secure  a  place  in  the  game  again, 
the  center  must  sit  down  and  the  player  to  whom  the  center  threw  the  ball 
or  bag  at  the  opening  of  the  game  takes  his  place  as  leader.  (The  children 
should  be  encouraged  to  learn  to  catch  well.) 

CAT  AND  MICE.     (Schoolroom.) 

One  child  to  represent  old  Tabby  Cat. 

Children  sit  at  their  desks. 

Old  Tabby  Cat  retires  very  quietly  behind  some  piece  of  furniture  in 
the  schoolroom  and  there  awaits  the  coming  of  the  little  mice.  She  is  very 
hungry  and  is  counting  upon  a  delicious  meal.  Very  soon  the  little  mice 
from  the  front  seats  begin  to  venture  forth  from  their  nests,  they,  too,  in 
search  of  food.  They  scratch  on  the  floor  with  their  little  claws,  and  as  they 
find  nothing  to  eat  grow  bolder  and  go  closer  to  old  Tabby  Cat's  hiding 
place.  When  she  thinks  they  are  near  enough  she  springs  out  and  tries  to 
catch  one,  perhaps  two  of  the  little  mice.  The  mice  scamper  away  as  fast 
as  they  can  to  their  nests  again.     If  she  catches  one  of  the  mice  that  mouse 


FOR  SCHOOLS  AND  PLAYGROUNDS  133 

becomes  old  Tabby  Cat  and  Tal)b}-  takes  the  place  of  the  mouse.     Now  those 
in  the  second  row  of  seats  play  little  mice,  etc. 

CROSSING  THE  BROOK.     (Schoolroom  or  Playground.) 

Two  lines  drawn  on  the  floor  or  ground,  about  two  feet  apart. 

Children  line  up  on  one  of  the  lines. 

The  children  jump  over  the  brook,  the  space  between  the  lines  to  be 
greatly  dreaded  as  the  water  is  very  deep.  The  jumping  is  done  strictly 
according  to  gymnastic  instructions.  The  children  stand  with  heels  together, 
heads  erect  and  on  the  count  1,  heels  are  raised;  count  2,  knees  are  bent; 
count  3,  spring  and  over  the  brook  they  go ;  count  4,  they  land  on  toes  with 
knees  bent ;  count  5,  knees  stretch,  and  count  6,  heels  are  lowered.  (As  they 
acquire  the  ability  to  jump  a  greater  distance,  the  lines  may  be  drawn  wider 
apart.) 

POM,   POM,   PULL-AWAY.     (Playground.) 

All  the  children  but  one  at  one  end  of  the  court. 

Leader  or  "It"  is  at  the  other  end. 

Two  lines  drawn,  one  at  each  end  of  the  court. 

The  leader  takes  his  station  just  back  of  the  boundary  line  for  his  side 
of  the  court.  All  the  rest  of  the  children  are  stationed  behind  their  line.  The 
leader  starts  the  game  by  calling  out : 

"Pom,  Pom,  Pull-away ! 
If  you  don't  come, 
I'll  fetch  you  away !" 

Thereupon  the  children  start  to  run,  making  for  the  goal  behind  which 
the  leader  stood.  The  leader  tags  as  many  of  the  children  as  he  can  before 
they  reach  the  line.  All  those  he  tags  join  him  at  the  opposite  end  of  the 
court,  now  the  signal  is  given  as  before,  the  children  run,  and  all  those  first 
caught  by  the  leader  join  him  in  his  tagging.  As  soon  as  all  are  caught  the 
game  is  ended.    The  child  who  was  first  tagged  becomes  the  leader  next  time. 

(This  is  one  of  the  best  games  for  the  recess  that  we  have.  Children 
should  have  plenty  of  running  games  at  both  recess  periods.) 

NUMBER  CALL.     (Schoolroom  or   Playground.) 

Volley  Ball. 

Children  form  circle,  one  in  center. 

The  children  are  given  numbers.  The  one  in  the  center  tosses  the  ball 
in  the  air,  at  the  same  time  calls  out  a  number.  The  child  who  has  been  given 
that  number  must  run  into  the  circle  and  catch  the  ball  on  the  first  bounce. 
If  he  succeeds  in  doing  this  he  is  allowed  to  exchange  places  with  the  center 
and  the  game  is  repeated.  The  center  takes  the  number  of  the  child  with 
whom  he  exchanges  places.  If  the  child  fails  to  get  the  ball  on  the  first 
bounce  he  has  to  take  his  place  in  the  circle  again.  (The  delight  is  in  being 
allowed  to  play  the  center  position.) 


134 


PHYSICAL  EDUCATION  COMPLETE 


(Schoolroom    or    Playground.) 

Twenty  children  to  a  set,  if  pos- 
sible. 

One  Volley  and  one  Playground 
Baseball. 

The  children  stand  in  lines  of 
ten,  about  eight  feet  apart,  lines  fac- 
ing each  other.  The  children  should 
not  stand  too  close  together,  as 
plenty  of  elbow  room  is  needed  for 
the  tossing  of  the  balls.  At  a  given 
signal  the  volley  ball  is  started  from  number  one  and  sent  zigzag  down  the 
lines,  the  children  toeing  lines  that  have  been  drawn  for  that  purpose.  When 
the  volley  ball  has  passed  the  third  child  on  the  same  side  from  where  it 
was  started  the  baseball  follows  in  the  same  way,  the  object  being  to  over- 
take the  volley  ball  with  the  baseball,  if  possible,  and  have  the  baseball 
win  the  race. 

(Much  excitement  and  interest  is  aroused  when  children  play  this  game.) 
The  dotted  lines  show  the  direction  of  the  balls  on  the  return. 


VOLLEY  BALL  ZIG-ZAG  NO.  1. 


X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

X 

Children  sitting  at  desks. 

Rows  1  and  2,  3  and  4,  5  and  6  play  together.  Those  in  rows  1  and  2  sit 
facing  each  other,  feet  in  aisles.  (Same  position  for  the  rest  of  the  rows  of 
children.) 

The  balls  are  given  to  the  children  sitting  in  the  front  seat  of  rows  1,  3 
and  5.  At  the  signal  the  balls  are  tossed  across  the  aisle  to  the  children 
directly  opposite,  then  diagonally  across  to  the  ones  behind  the  leaders,  who 
toss  the  balls  to  the  children  directly  opposite,  etc.,  down  all  the  rows  to  the 
ones  in  the  last  seats. 

The  balls  are  now  returned  in  the  same  way,  the  row  first  getting  the  ball 
to  the  leader  wins. 

Use  Bean  Bags  also  in  this  wav. 


"I  SAY  STOOP !" 

The  children  stand  in  the  aisles  by  their  desks.  The  teacher  leads  the 
game  by  saying  "I  say  stoop!"  As  she  says  these  words  she  stoops  and  at 
once  assumes  her  original  standing  position.  The  children  imitate  the  action. 
The  teacher  may  then  say  "I  say  stand!" — at  the  same  time  stooping  herself 


FOR  SCHOOLS  AND  PLAYGROUNDS  135 

to  mislead  the  children.     They  should  remain  in  the  standing  position,  except 
when  the  words  "I  say  stoop !"  are  said.     Those  who  make  a  mistake  and 
stoop  at  the  wrong  time  are  out  of  the  game. 
(Make  the  action  very  fast  in  this  game.) 

TAG.     (Playground.) 

Children   scatter  about   the   playground. 

Two  runners  to  be  chosen  to  start  the  game. 

One  of  the  runners  is  called  "It,"  who  chases  number  two.  Number  two 
tags  one  of  the  other  children,  which  act  immediately  entitles  the  child  who 
did  the  tagging  to  stop  running  and  rest,  while  "It"  continues  the  chase,  this 
time  following  the  one  who  was  tagged.  If  "It"  succeeds  in  tagging  the  child 
being  chased,  the  situation  is  reversed,  the  one  chased  becomes  "It"  and  the 
one  who  was  "It"  becomes  runner. 

In  this  game  it  is  well  to  encourage  children  to  make  short  runs  in  order 
that  the  action  of  the  game  may  be  very  brisk,  requiring  close  attention  to 
follow,  and  also  to  give  all  a  chance  to  do  some  running. 

HORNS.     (Schoolroom  or  Playground.) 

All  players  at  seats,  hands  closed  with  the  exception  of  the  forefingers, 
which  are  placed  on  the  desks.  The  leader  says:  "All  horns  up!",  "Dog's 
horns  up!"  or  "Cow's  horns  up  I"  at  the  same  time  pointing  his  own  fore- 
fingers upward.  When  he  says  "All  horns  up  1"  all  the  fingers  should  point 
upward  or  when  he  names  an  animal  that  has  horns.  When  he  names  an 
animal,  such  as  the  dog  or  cat  that  has  no  horns  the  fingers  should  remain 
touching  the  desk.  The  .commands  "All  horns  down  I"  "Dog's  horns  down !" 
etc.,  are  used  and  should  be  given  quickly  with  the  idea  of  catching  those  who 
are  not  alert.  The  action  should  be  fast.  Those  making  a  mistake  should 
drop  out  of  the  game. 

VOLLEY  BALL  SEAT  RELAY  RACE. 

There  should  be  an  even  number  of  children  in  the  rows  playing. 

Play  two  rows  at  a  time.  It  is  more  satisfactory  to  use  rows  1  and  3,  2 
and  4,  etc.,  as  this  eliminates  much  of  the  confusion  that  would  otherwise 
occur. 

Insist  that  all  players  get  the  ball  in  proper  turn  and  that  the  playing 
be  always  fair. 

The  balls  are  given  to  those  occupying  front  seats  and  at  a  given  signal 
are  passed  overhead  to  those  sitting  directly  behind  the  leaders  and  so  on 
down  the  various  rows. 

When  the  ball  reaches  the  last  child  in  each  row,  that  child  runs  up  the 
RIGHT  HAND  AISLE  to  the  front  seat,  while  all  the  rest  of  the  children 
change  seats,  each  one  slipping  as  QUIETLY  as  possible  from  the  seat  in 
which  he  was  sitting,  when  the  game  began,  into  the  one  directly  behind,  and 
must  be  done  by  stepping  out  into  the  LEFT  HAND  AISLE. 


136  PHYSICAL  EDUCATION  COMPLETE 

The  balls  are  passed  in  this  way  until  one  of  the  leaders  has  regained  his 
original  seat,  which  makes  a  winning  for  that  row. 

Play  all  the  rows,  then  play  the  winners  until  one  row  has  beaten  the 
rest  of  the  children. 

HURDLE  RACE.     (Playground.) 

Pieces  of  twine  or  narrow  cheese  cloth  about  six  feet  long. 

Children  who  are  to  run  are  arranged  in  lines,  same  number  in  each  line. 

A  line  should  be  drawn,  which  they  should  "toe"  at  starting. 

Two  children  and  a  piece  of  twine  for  each  line  of  children  who  are  to 
do  the  running.  If  possible,  have  two  or  more  "hurdles"  for  each  set  of 
runners. 

At  the  given  signal,  the  runners  occupying  position  number  one  in  each 
row  run,  jump  the  hurdles,  turn,  run  back  and  jump  hurdles  as  they  go.  I'pon 
reaching  the  line,  the  first  runner  tags  number  two.  passes  on  to  the  rear  of 
his  line,  while  number  two  is  making  the  trip.  The  line  which  brings  its 
leader  first  back  to  the  original  starting  position  wins  the  race. 

BASKET  BE'AN  BAG— TOSS.     (Schoolroom  or  Playground.) 

Bean  Bags  or  Base  Balls  may  be  used.     (Three.) 

Waste  Basket. 

Children  line  up  for  turn. 

The  first  child  in  the  line  takes  the  three  balls  or  bags  in  hands  and  stand- 
ing at  a  given  distance  from  the  waste  basket,  tries  to  toss  all  three  into  the 
basket.  If  successful,  it  counts  him  ten,  but  all  three  must  be  tossed  into  the 
basket  to  secure  any  score  at  all.  All  have  a  chance  before  the  second  trial 
is  allowed.  Score  should  be  kept  by  the  teacher.  The  child  securing  the 
highest  number  wins.  (The  game  may  be  made  all  the  more  interesting  by 
allowing  eight  or  ten  trials,  in  order  that  a  high  score  may  possibly  be  made.) 

CARRY  RELAY. 

Any  object  that  the  children  can  carry  as  they  run. 

Children  lined  up,  same  as  for  any  of  the  Relay  Races,  same  number  in 
each   row. 

At  the  given  signal,  the  children  standing  in  the  front  line  of  all  the  run- 
ners, stoop,  pick  up  whatever  object  they  are  to  run  with,  run  to  a  line  drawn 
about  fifteen  feet  distant,  or  to  the  wall,  put  the  object  on  the  floor,  run  to 
the  rear  of  the  line,  tagging  the  second  runners  in  passing,  who  at  once  start 
out  for  the  goal,  pick  up  the  object  and  carry  it  back,  place  it  on  the  floor  in 
front  of  number  three,  tag  number  three  and  pass  to  the  rear,  etc.  The  line 
wins  the  race  whose  leader  reaches  his  or  her  original  position  first. 

DODGE  BALL  NO.   1.     (Schoolroom  or  Playground.) 

Basket  Ball. 

Half  the  children  inside  a  circle,  which  is  formed  by  the  other  half. 


FOR  SCHOOLS  AND  PLAYGROUNDS  1.37 

One  of  the  children  in  the  circle  throws  the  ]:)all  into  the  crowd  of  children, 
attempting-  to  hit  as  many  with  the  ball  as  possible,  but  the  ball  must  not  be 
thrown  to  strike  higher  than  the  knees.  If  a  child  is  struck  above  the  knees, 
that  throw  does  not  count.  As  soon  as  the  ball  is  thrown  at  the  children,  they 
jump  off  the  floor,  into  the  air,  as  high  as  they  can,  in  order  to  escape  being 
hit  with  the  ball.  If  they  are  hit  with  ball,  they  must  join  the  circle  of  those 
who  arc  doing  the  throwing.  This  continues  until  all  are  down,  the  one  hold- 
ing out  the  longest  is  declared  the  winner.  Sides  change  places  now,  the  first 
lot  to  form  the  circle  taking  position  inside  the  circle  and  those  who  were 
inside,  form  the  circle  and  throw  the  ball. 

WOOD  TAG.     (Tlay ground.) 

Children  scattered  about  the  playground,  standing  on  chips  of  wood,  feet 
on  the   fence,  rails,  etc. 

A  runner  called  "It"  is  selected. 

The  players  venture  off  their  wood  pile,  change  places  with  each  other, 
and  take  great  chances  in  teasing  "It,"  who  endeavors  to  tag  a  player  while 
on  forbidden  ground.     If  successful  in  this,  the  player  tagged  becomes  "It." 

NEW  YORK.  (Schoolroom  or  Playground.) 
Children  choose  sides,  about  the  same  number  on  each  side. 
Each  side  selects  some  occupation  which  they  are  to  imitate,  and,  which- 
ever side  is  to  lead  the  game,  advances  toward  the  other  players,  who  are 
waiting  for  the  coming  of  the  opposite  team.  As  they  approach  all  shout 
out  "Here  we  come!"  The  others  say  "Where  from?"  Answer — "New 
York!"  Question — "What's  your  trade?"  Whereupon  they  all  go  to  work, 
imitating  the  movement  of  the  occupation  which  they  have  selected.  The 
other  players  make  all  sorts  of  guesses.  When  the  right  one  is  called  out,  the 
"workers"  fly  for  their  boundary  line,  while  the  others  give  chase  and  all 
caught  before  they  reach  home  safely  are  now  to  join  forces  with  the  opposite 
team.     The  players  take  turn  about  in  imitating  the  occupations  chosen. 

CIRCLE  TAG.     (Schoolroom,  if  room  for  running — or  Playground.) 

Children  form  a  circle,  with  one  on  the  outside  for  "It." 
"It"  starts  around  the  circle  and  when  she  has  reached  some  child  whom 
she  wishes  to  tag,  does  so  and  continues  her  running  around  the  circle,  while 
the  one  who  has  been  tagged  runs  in  the  opposite  direction,  each  endeavoring 
to  reach  the  space  which  has  been  made  vacant  by  the  one  tagged.  The  one 
who  does  not  succeed  has  to  be  "It." 

"ZIP!"     (Schoolroom   or   Playground.) 
If  played  in  the  schoolroom  the  pupils  either  sit,  or  stand  by  their  desks. 
Sometimes  circle  formation  is  used  in  this  game. 

A  number  is  selected  which  is  known  as  "Zip,"  and  so  called  when  it 
occurs  alone  or  in  any  number  whicli  is  a  multiple  of  that  number.  Let  us 
use  the   numeral   "Nine."     The   first   player   begins   the   counting  by   saying 


138  PHYSICAL  EDUCATION  COMPLETE 

"One,"  the  next  says  "Two,"  etc.,  until  nine  is  reached,  when  the  word  "Zip" 
is  substituted.  The  count  goes  on:  "Ten,"  "Eleven,"  etc.,  until  eighteen  is 
reached,  when  "Zip"  is  again  substituted,  as  it  is  also  for  nineteen.  When 
ninety  is  reached  it  is  called  "Zip"  and  then  the  count  proceeds  as  "Zip  one," 
"Zip  two,"  up  to  ninety-nine,  when  "Zippety-zip"  is  substituted.  The  game  is 
over  when  the  number  one  hundred  is  reached.  In  repeating  it,  it  is  often 
well  to  select  another  number  as  "Zip." 

"BEAST,  BIRD  OR  FISH !"     (Schoolroom  or  Playground.) 

Pupils  in  their  seats  or  standing  in  circle  formation. 

One  of  the  number  is  selected  to  be  "It."  A  soft  ball  or  piece  of  cloth, 
knotted  is  required  in  the  game. 

The  player  who  has  the  ball  faces  the  class  or  stands  in  the  center  of  the 
circle  and  throws  the  ball  at  one  of  the  players,  at  the  same  time  saying,  for 
instance,  "Beast,  Bird  or  Fish — FISH!"  and  proceeds  to  count  ten  quickly. 
The  one  who  is  hit  must  name  a  fish  before  the  count  is  finished.  If  in- 
stead of  "FISH"  being  said,  "It"  says  "BIRD!"  or  "BEAST!"  the  one  struck 
must  name  either  a  bird  or  some  animal  before  the  counting  is  finished. 

If  the  player  successfully  answers,  the  one  in  the  center  must  try  to  catch 
another  player,  and  get  away  from  leading  as  soon  as  possible. 

No  time  during  the  game  is  a  player  allowed  to  repeat  the  name  of  an 
animal,  bird  or  fish  previously  given  by  some  player. 

"CRACKABOUT !"  (Playground.) 

Light  weight  Volley  Ball. 

Any  number  may  play  this  game. 

One  player  is  given  the  ball  and  the  rest  of  the  players  immediately  scatter 
over  the  playground.  The  player  with  the  ball  attempts  to  strike  a  player  by 
throwing  the  ball.  If  successful  the  one  who  threw  it  (the  players  may  join 
in  if  they  wish)  shouts  "Crackabout !"  when  all  of  the  players  rush  to  get 
the  ball.  As  soon  as  one  has  it,  the  rest  of  the  players  scatter  again  and  try 
to  save  themselves  from  being  hit. 

(This  is  one  of  the  best  games  for  cold  days,  as  the  action  is  strenuous 
and  constant.) 

THREE  DEEP.     (Playgroimd.) 

Double  circle,  all  facing  center  of  circle. 

Two  runners. 

In  forming  this  double  circle,  the  children  should  be  instructed  to  stand 
arm's  distance  apart,  the  children  in  the  outer  circle  standing  close  enough 
to  the  ones  in  front  of  them  to  prevent  a  runner  from  stepping  in  between 
them. 

When  the  signal  to  start  is  given,  the  runner  who  is  being  chased  runs 
around  the  circle,  (never  through  the  circle)  looking  for  an  opportunity  to 
set  inside  the  circle  IN  FRONT  of  some  one  set  of  two,  thus  forming  THREE 


FOR  SCHOOLS  AND  PLAYGROUNDS 


139 


DEEP.  The  one  who  is  "It"  tries  to  catch  the  second  runner  before  she  can 
place  herself  safely  in  the  circle  and  must  tag  her  if  possible  before  reaching 
the  coveted  place  in  front  of  a  couple.  In  the  event  that  she  does  tag  her,  the 
one  who  is  caught  starts  immediately  after  the  one  who  caught  her.   Each  one 


that  is  chased  tries  to  get  into  the  circle  before  being  tagged  and  as  soon  as 
this  is  accomplished,  the  third  child,  who  is  now  the  one  on  the  outside,  be- 
comes the  runner.  She  must  dart  IN  FRONT  of  a  couple  as  quickly  as 
possible  and  the  third  one  now  has  to  run  to  avoid  being  tagged,  etc. 

(Always  have  the  children  run  in  one  direction,  until  the  one  who  is  "It" 
tags  a  runner,  when  of  course  the  direction  is  reversed.  Try  to  see  that  no 
long  runs  are  made.    Let  the  action  be  fast,  with  lots  of  quick  changes.) 


FLYING  DUTCHMAN.     (Playground.) 

Single  circle,  partners  holding  hands. 

One  set  of  partners,  holding  hands,  are  runners. 

The  two  runners  start  around  the  circle,  running  and  keeping  hold  of 
hands  all  the  while,  and  as  they  run,  one  of  the  partners  tags  another  set  of 
partners  standing  in  the  circle.  The  ones  tagged  start  around  the  circle  in 
the  opposite  direction,  retaining  the  hand  clasp,  the  first  of  runners  con- 
tinuing on  in  their  original  direction  attempt  to  gain  the  space  made  vacant 
by  the  second  set  before  the  owners  of  the  space  reach  it  again.  The  set  fail- 
ing to  get  into  place  becomes  "It"  and  continues  the  game. 


FOR  SCHOOLS  AND  PLAYGROUNDS  141 

HUSTLE.     (Playground.) 

Basket  Ball  and  Whistle. 

Two  teams. 

Captains  are  selected,  one  for  each  team.  The  court  is  marked  off,  100 
feet  long  by  50  feet  wide.  Captain  Jack's  team  is  stationed  all  along  one  of 
the  sideboundary  lines,  while  Captain  Dick's  team  is  stationed  at  one  of  the 
end  boundary  lines,  preparatory  to  making  the  run  from  one  end  of  the  court 
to  the  other.  Captain  Jack  takes  the  ball  and  goes  to  the  center  of  the  court. 
As  he  blows  the  whistle  he  throws  the  ball  to  one  of  his  men  along  the  side 
line.  At  the  same  time  the  whistle  is  blown.  Captain  Dick  and  his  team  make 
a  wild  dash  across  the  court  and  the  man  in  the  team  on  the  side  line,  throws 
the  ball  at  the  runners  as  they  pass.  All  struck  with  the  ball  retire  to  their 
side  of  the  field.  The  situation  is  now  reversed,  for  Captain  Dick  takes  the 
center  of  the  field,  with  his  men  on  the  side  line,  and  Captain  Jack  and  his 
team  take  their  positions  at  the  end  of  the  field.  The  i^lay  is  repeated.  Each 
team  gets  five  runs,  when  a  count  is  made.  The  team  having  the  larger 
number  of  players  stilCTn  the  game,  wins. 

BQK     (Schoolroom  or  Playground.) 

Two  Basket  Balls. 

Two  lines  of  players,  same  number  in  each  line. 

The  players  occupying  position  number  one  take  the  ball,  and  when  the 
signal  is  given,  pass  the  ball  to  the  one  directly  behind ;  that  one  passes  it  to 
the  next,  (all  have  their  arms  up  ready  to  grasp  the  ball  as  it  comes  to  them) 
and  so  it  is  "bobbed"  along  from  one  to  the  other,  until  the  last  player  gets  it, 
when,  with  the  ball  in  hands,  a  quick  run  is  made  to  the  front  of  the  line,  the 
ball  is  set  in  play  again  and  "bobbed"  along  the  heads  of  the  players  until  the 
last  one  secures  it  and  a  run  to  the  head  of  the  line  is  made.  The  line  is  de- 
clared the  winner  whose  head  player  first  reaches  the  rear  of  the  line  in  the 
manner  above  described. 

( Each  player  must  handle  the  ball.  It  is  a  foul  to  throw  the  ball  over  the 
hands  of  three  or  four  players,  and  the  ball  should  each  time  be  sent  to  the 
head  of  the  line  for  a  fresh  start  when  such  fouls  are  made.) 

ASTRIDE  PASS  BALL. 
(Companion  to  Bob.)      (Schoolroom  or  Playground.) 

Two  Basket  Balls. 

Two  lines  of  players,  same  number  in  each  line. 

The  lines  are  arranged  the  same  as  in  Bob,  but  take  the  astride  position, 
trunks  forward,  deep  bend.  At  the  given  signal,  each  leader  tosses  the  ball 
between  the  legs,  to  the  player  standing  directly  behind.  That  player  tosses 
it  on  to  the  next  and  so  on,  until  the  last  player  secures  it.  A  quick  run  is 
made  with  the  ball  to  the  front  of  the  line,  the  player  takes  position  there 
and  starts  the  ball  in  play  again.  (Balls  that  are  ROLLED  between  the  feet.^ 
are  fouls  and  are  dealt  with  as  such,  the  ball  having  to  make  a  fresh  start 
from  the  head  of  the  line  each  time  this  is  done.)  The  line  finishing  first 
wins  the  game.  \ 


142  PHYSICAL  EDUCATION  COMPLETE 

JAPANESE  TAG.     (Schoolroom  or  Playground.) 

Children  scattered  about  the  room  or  playground. 

One  player— "It." 

The  player  called  "It"  endeavors  to  tag  some  one  of  the  players  and  as 
soon  as  he  is  successful,  the  party  tagged  must  place  one  hand  on  the  part  of 
the  body  that  has  been  tagged,  and  with  the  other  hand  free,  endeavor  to 
catch  some  other  player  and  tag  him.  He  cannot  take  his  hand  away  from 
the  portion  of  his  body  that  was  tagged  until  he  has  successfully  tagged 
another  player.  (It  adds  much  to  the  interest  and  excitement  of  this  game 
to  start  half  a  dozen  players  out  as  taggers.) 

DODGE  BALL  NO.  2    (Playground.) 

Two  Basket  Balls. 

Children  form  two  teams  and  name  them. 

The  players  of  one  team  form  a  circle  and  take  the  balls.  The  players  of 
the  second  team  stand  about  inside  the  circle.  At  a  given  signal  two  balls 
are  thrown  into  the  group  of  players,  the  effort  being  always  made  to  strike 
the  players  with  the  balls,  below  the  knees.    All  those  hit  by  a  ball  must  take 


DODGE  BALL-SIXTH  GRADE 

positions  out  of  the  ring  altogether.  The  throwing  of  the  balls  continues  until 
there  are  no  more  players  in  the  ring.  Then  the  teams  reverse  positions.  The 
last  one  of  each  team  to  be  struck  out  of  the  game  then  enters  the  ring,  which 
is  now  formed  by  all  the  rest  of  the  players  of  both  teams,  and  the  bombard- 
ment begins.  The  player  who  can  stay  in  the  ring  the  longer  wins  the  game 
for  his  team.     (Never  throw  at  your  own  man  in  his  final  contest.) 

FISH  NET.     (Playground.) 

Players  divided  into  two  teams. 

Court  150  feet  by  100  feet  good  size  for  this  game. 

One  team  plays  the  part  of  the  Fish  Net,  while  the  other  players  are  the 
fish  to  be  caught.  The  net  is  formed  by  all  the  players  of  that  team  taking  a 
firm  hand  grasp,  the  two  strongest  players  being  on  the  ends  of  the  net.    The 


FOR  SCHOOLS  AND  PLAYGROUNDS 


143 


net  is  at  one  end  of  the  eourt  and  the  fish  at  the  other.  At  the  given  signal, 
the  fish  run  toward  the  opposite  end  of  the  "river"  and  the  net  makes  every 
effort  to  ensnare  all  it  can.  The  fish  are  entitled  to  get  out  of  the  net  as  long 
as  the  net  remains  unclosed ;  that  is,  the  hands  of  the  two  players  on  the  end 
of  the  net  have  not  been  clasped  "to  shut  the  net."  (It  is  unfair  to  go  under- 
neath hands  that  are  clasped  or  to  break  the  net.  Once  caught  in  the  net 
which  has  been  closed,  there  is  no  getting  out,  without  breaking  one  of  the 
rules  of  the  game.)  All  the  fish  caught  are  turned  out  on  the  bank  and  the  net 
goes  to  work  again.  As  soon  as  the  last  fish  is  caught  the  fish  become  the  net 
and  the  net  the  fish. 

LAST  COUPLE  OUT.     (Playground.) 
(Sometimes  called  Widower.) 

Players  take  partners  and  stand  side  by  side,  thus  forming  two  lines. 

One  player  is  the  Widower. 

The  widower  stands  at  the  head  of  the  two  lines  and  calls  to  the  couple 
in  the  rear  of  the  two  lines  "Last  Couple  Out."  At  this  signal  the  couple 
separates,  each  player  runs  forward  with  the  two  lines  between  them,  and 
tries  to  meet  again  in  front  of  the  Widower  before  he  has  a  chance  to 
tag  either  one  of  them.  If  the  Widower  succeeds  in  securing  a  partner,  the 
one  left  becomes  the  Widower  and  takes  position  at  the  head  of  the  line,  and 
calls  to  the  rear  couple  as  before. 

(When  the  Widower  knows  the  couple  is  advancing,  he  must  keep  his 
eyes  strictly  to  the  front  and  not  until  the  runners  are  opposite  him  has  he  a 
right  to  start  his  running  after  either  one  of  them.) 

FLAG  RELAY.     (Schoolroom  or  Playground.) 

Flags,  small  ones  are  better. 

Children  sit  at  desks  if  played  in  the  schoolroom. 

Children  form  in  lines  if  played  on  the  playground,  same  number  in  each 
line,  wherever  played. 

The  children  in  the  front  line  of  rows  start  at  the  given  signal,  with  flags 
in  their  right  hands,  run  forward  to  a  line  already  drawn  to  mark  the  distance 


FLAG  RELAY— "READY"— FIFTH   GRADE 


144 


PHYSICAL  EDUCATION  COMPLETE 


they  are  to  run,  and  then  back  to  the  runners,  each  leader  handing  his  flag  to 
runner  number  two,  PASSING  OxN  TO  THE  RKAR  OF  HIS  LINE,  when 


FLAG  RELAY— "GO"-FIFTH   GRADE 


number  two  runs  and  returning",  hands   the  flag  to  number  three.     This  is 
repeated  until  the  first  runner  reaches  his  original  position.     The  line  first 
getting  its  leader  in  place  wins  the  race. 
(Very  pretty  game  for  festivals.) 

TUG  OF  WAR.     (Playground.) 

Sixty  feet  of  three-fourth  inch  Manila  rope.  Tie  a  piece  of  cheese  cloth 
at  the  center. 

Mark  two  lines  on  the  ground,  about  four  feet  apart  and  each  line 
three  feet  long. 

Two  teams — equal  numbers. 

The  teams  take  up  positions,  one  team  on  each  end  of  the  rope,  the  center 
of  the  rope  being  placed  in  the  center  of  the  lime  lines.  At  a  given  signal  the 
tug  of  war  begins.  The  team  that  succeeds  in  jjulling  the  center  of  the  rope 
across  the  line  toward  his  side,  is  winner. 


POTATO  R.\CE.     (Schoolroom  or  Playground.) 

Four  erasers,  bean  bags  or  blocks. 

Childreti  in  line,  as  for  all  Relay  Races. 

The  action  of  this  game  is  the  same  as  for  all  the  Relay  Races,  except  that 
the  players  in  the  front  line  of  all  the  rows,  take  the  four  objects  to  be  carried, 
in  their  hands,  and  at  the  given  signal,  run  forward,  place  the  objects  on 
crosses  marked  for  that  purpose,  and  immediately  return  to  runners  number 
two  of  their  respective  rows,  tag  them,  pass  to  the  rear,  while  the  runners 
numbered  two  start  forward,  gather  up  the  objects  and  returning,  give  them 
to  runners  numbered  three,  who  run  forward  and  place  them  on  the  crosses 
again.  This  is  repeated  until  the  first  row  to  finish  announces  the  fact  and 
the  game  is  won. 


FOR  SCHOOLS  AND  PLAYGROUNDS  145 

GOAL  THROWING  RELAY  RACE— L     (Playground.) 

Two  Basket  Balls  and  Goais. 

Two  lines  of  players,  same  number  in  each. 

Each  line  faces  its  goal,  60  feet  from  the  goals,  leader  toes  the  line  drawn 
at  this  distance.  When  the  signal  is  given,  the  first  runner  of  each  line  runs 
forward,  picks  up  the  basket  ball  and  throws  it  into  the  basket.  The  player 
must  not  return  to  his  line  until  the  I:>all  is  in  the  basket.  As  soon  as  this  feat 
is  accomplished,  the  player  runs  with  all  speed  to  the  line,  tags  number  two, 
passes  to  the  rear  of  the  line,  while  player  number  two  continues  the  play. 
The  first  line  whose  leader  reaches  his  orginal  positions,  wins. 

GOAL  THROWING  RELAY  WITH  SEVERAL  BALLS— II.  (Playground.) 
Two  each  of  the  following :     Basket  Balls,  Base  Balls,  Tennis  Balls  and 

Rubber  Balls. 

The  game  is  the  same  as  the  Goal  Throwing  Relay,  except  that  each 

player  must  put  into  the  basket,  one  of  each  of  the  four  balls. 

VOLLEY  BALL  ZIG-ZAG  NO.  2.     (Two  sets  or  more.|^ 

This  is  the  same  game  as  Zig-Zag  No.  1,  except  that  in  this  game  there 
are  several  sets  playing  against  each  other  at  the  same  time.  The  winning 
team  is  the  one  that  secures  three  games  out  of  the  five  played. 

ROOSTER  FIGHT. 
(Schoolroom,  if  open  space  is  large  enough.     Playground.) 

Players  choose  partners. 

When  partners  have  been  selected  and  the  signal  given,  each  player  raises 
his  left  knee,  folds  his  arms  across  his  chest,  and  hopping  continually  on  his 
right  foot,  each  endeavors  to  unbalance  the  other  by  poking  and  pushing  with 
the  elbows.  The  player  who  is  compelled  to  save  himself  from  falling  by 
placing  his  left  foot  on  the  floor  is  out  of  the  game.  The  successful  one  now 
raises  his  right  knee  and  hops  on  his  left  foot  as  he  fights  with  the  next 
rooster,  wdio  was  also  a  winner.  The  game  goes  on  until  there  is  but  one  on 
the  floor,  who  is  entitled    to  be  called  Cock  of  the  Roost. 

COLORS.     (Schoolroom  or  Playground.) 

About  eight  players  to  a  group,  and  one  player  who  is  to  do  the  guessing. 

The  players  choose  different  colors,  the  names  of  which  are  told  to  all  the 
players.  The  guesser  now  turns  his  back  to  the  group  of  colors,  when  there  is 
a  general  changing  of  places.  The  guesser  turns  around  and  tries  to  repeat 
the  names  of  the  colors  as  they  are  now  arranged.  Those  who  can  do  this 
successfully  are  declared  winners.  Names  of  flowers,  birds  or  animals  may  be 
substituted  in  place  of  colors. 

CATCH  SLAP.     (Schoolroom  or  Playground.) 

A  Ping  Pong  Racket  or  Ruler  to  be  used  for  a  slapper. 
Players  stand  in  a  close  circle,  shoulder  to  shoulder. 


■       FOR  SCHOOLS  AND  PLAYGROUNDS  147 

One  player  stands  in  the  center  of  the  circle. 

The  object  of  this  game  is  to  slap  the  center  player  with  the  ruler  or 
racket  and  not  be  caught  by  him  while  doing  it.  The  players  stand  facing  him, 
hands  behind  their  backs,  passing  the  ruler  or  racket  from  player  to  player. 
Whenever  it  seems  possible  to  slap  the  center  one  without  him  seeing  who 
does  it,  a  player  takes  advantage  of  the  opportunity.  The  center  one  at  once 
makes  an  attempt  to  locate  the  holder  of  the  slapper.  If  he  does  so,  places 
are  exchanged,  but  it  must  be  an  actual  catch.  It  is  unfair  for  any  member 
of  the  circle  to  slap  the  center  player  unless  that  player  has  the  racket  in 
his  or  her  hand  at  the  time. 

HUSTLE  AWAY— TAG.    (Playground.) 

Partners  lock  arms. 

Two  extra  players  as  runners. 

All  the  players  lock  arms  and  scatter  about  the  playground  in  order  to 
give  plenty  of  running  space  for  the  game.  "It,"  or  the  chaser,  starts  after 
the  second  runner,  who,  in  order  to  save  himself  from  being  tagged,  locks 
arms  with  one  of  the  partners  of  any  couple,  the  third  member  of  the  group 
immediately  becoming  the  player  to  be  chased.  If  "It"  succeeds  in  catching 
any  player,  the  one  tagged  or  caught  immediately  becomes  the  chaser  and 
starts  after  the  one  who  was  "It"  in  the  first  place.  Short  runs  are  to  be 
encouraged  and  all  sorts  of  tricks  should  be  used  to  keep  the  player  guessing 
as  to  where  a  runner  is  going  to  stop.  This  keeps  the  interest  up  to  a  high 
pitch  and  makes  the  game  one  of  the  most  beneficial  and  interesting  that  can 
be  found. 

KEEP  AWAY.     (TAKE  AWAY.)     (Playground.) 

Players  form  two  teams. 

Base  Ball,  Basket  Ball  or  Volley  Ball. 

The  ball  is  set  in  motion  by  a  player  of  one  team  throwing  it  to  another 
on  the  same  side.  Players  of  the  opposite  team  endeavor  to  catch  it  as  it  is 
thrown,  and  if  any  player  is  successful,  throws  it  to  one  of  his  side.  The 
play  must  be  fast  to  make  the  game  of  interest.  If  there  is  a  large  number 
of  players,  it  is  better  to  divide  them  into  separate  groups,  one  ball  to  each 
group.    The  game  should  be  limited  to  sixteen  players. 

VOLLEY  BALL. 

This  is  a  game  that  is  suitable  for  use  on  the  Playground  or  in  the  Gym- 
nasium and  may  be  played  by  any  number,  so  long  as  the  court  is  not  too 
crowded.  Each  player  should  be  able  to  cover  a  minimum  floor  space  of 
8  feet  by  8  feet  and  a  maximum  space  of  10  feet  by  10  feet. 

The  game  consists  in  keeping  a  ball  (made  of  a  rubber  bladder  and 
covered  by  leather  or  canvas)  in  motion,  back  and  forth,  over  a  high  net. 
The  top  of  the  net  should  be  7^  feet  from  the  ground  or  floor. 

The  game  is  started  by  one  player  on  either  side  serving  the  ball  over 


148 


PHYSICAL  EDUCATION  COMPLETE 


the  net  into  the  opposite  court.  The  opponents  return  it,  and  in  this  way 
the  ball  is  kept  in  motion  back  and  forth  over  the  net  until  some  player  on 
either  side  fails  to  return  it  or  knocks  it  out  of  bounds.  The  ball  to  be  in 
play  must  not  strike  the  ground. 

Rules. 

1.  The  game  consists  of  any  number  of  points  agreed  upon  by  both 
teams,  but  the  usual  number  is  twenty-one. 

2.  The  ground,  or  floor  space,  should  be  25  feet  wide  by  50  feet  long 
and  a  net  is  suspended  half  way  on  the  50  foot  lines,  which  gives  a  playing 
space  of  25  feet  b\'  25  feet  to  each  team.  The  size  of  the  court  may  be 
changed,  however,  to  suit  the  convenience  of  the  space  obtainable. 

3.  The  net  should  be  2  feet  wide  by  27  feet  long. 

4.  A  ball  not  less  than  25  inches  nor  more  than  27  inches  in  circumfer- 
ence is  used  for  the  game. 

The  Server  and  Service. 

1.  The  server  is  the  term  applied  to  the  player  who  tosses  tlie  ball  into 
the  air  with  one  hand  and  bats  it  over  the  net  with  the  other. 

2.  His  position  is  at  the  rear  line  of  his  court,  one  foot  on  the  line  and 
the  other  within  the  court. 

3.  The  ball  must  never  be  struck  with  the  closed  fist.  Always  use  the 
open  hand  and  learn  to  use  the  portion  of  the  hand  nearest  the  wrist. 

4.  A  ball  that  is  served,  to  be  a  "good  ball"  must  go  at  least  10  feet 
from  the  player  who  served  it. 


SEPVEfl'S    POSITION- 


■ 

»  UMPIRES 

POSITION 

10 

/ 

1 

10 

/5 

e 

6 

15 

II 

7 

2 

2 

7 

II 

t 

/a 

8 

3 

3 

8 

IZ                    H 

/6 

13 

s 

4- 

4- 

3 

13         /6 

/4 

5 

5 

14- 

1 

.POST 

'SERVER'S    POSITION 


5.  Each  server  has  two  chances  to  serve  a  ball  in  the  opposite  court. 
A  "Net"  Ball  (one  which  just  tips  the  net)  entitles  the  server  to  another  try. 
Failure  to  accomplish  this  retires  the  server. 

6.  If  successful  in  his  serve,  he  continues  to  serve  until  his  side  fails 
to  return  the  ball  or  knocks  it  out  of  bounds. 

7.  Players  on  each  team  are  numbered  1.  2,  3,  4,  5,  etc.,  and  serve  in 
turn. 

8.  The  service  for  the  second  game  begins  with  the  player  next  in  turn 
to  the  player  who  served  when  the  first  game  was  completed. 


FOR  SCHOOLS  AND  PLAYGROUNDS  149 

9.  The  server  may  be  assisted  in  getting  the  ball  over  the  net  by  any 
one  of  his  men  striking  it  before  it  readies  the  net. 

10.  The  ball  may  be  sent  to  any  part  of  the  opponents'  court. 

11.  A  ball  which  strikes  the  net  or  anything  within  the  playing  space 
and  then  falls  good  in  the  opponents'  court  is  called  a  fault.  (This  is  not 
the  case  after  the  ball  is  in  play.) 

12.  If  a  ball  that  is  served  strikes  the  net  or  anything  within  the  playing 
space  and  afterwards  falls  outside  the  opponents'  court  it  causes  the  serving 
side  to  give  up  the  ball. 

13.  When.the  ball  is  in  play,  that  is  after  the  service,  a  "Net  Ball"  is 
equivalent  to  a  return  and  is  to  always  be  so  considered. 

14.  A  ball  which  strikes  the  boundary  line  anywhere  is  a  good  ball  and 
if  unreturned  entitles  the  server  to  a  point,  or  the  receiving  side  the  ball. 

15.  Only  the  serving  side  scores. 

16.  A  ball  "in  play"  is  one  that  has  been  successfully  served  and 
returned. 

Scoring. 

Five  chances  to  make  a  point. 

1.  Each  good  service  unreturned. 

2.  Each  ball  in  play  unreturned. 

3.  Each  ball  knocked  out  of  bounds  by  the  receiving  side,  providing 
the  serving  side  does  not  strike  at  it. 

4.  If  a  player  on  the  receiving  side  touches  the  net. 

5.  If  the  server  serves  a  ball  out  of  bounds  and  the  receiving  side  strikes 
at  it. 

Play  smd  Players. 

1.  If  a  player  on  the  serving  side  touches  the  net  the  ball  goes  to  the 
receiving  side. 

2.  Should  a  player  on  each  side  of  the  net  touch  the  net  at  the  same 
time  the  ball  is  declared  out  of  play  and  the  server  repeats  the  serve. 

3.  The  ball  goes  to  the  opposite  side  when  a  pla}-er  catches  and  holds 
the  ball,  even  for  an  instant. 

4.  The  ball  is  declared  out  of  play  w'henever  it  touches  the  floor. 

5.  Dribbling,  that  is  batting  the  ball  in  cjuick  succession,  is  not  allowed. 

6.  If  the  ball  is  struck  twice  in  succession  by  a  player  it  goes  to  the 
opposite  side. 

7.  The  umpire  has  the  right  to  disc^ualify  any  plaj'er  who  kicks  the  ball. 

8.  A  player  must  never  be  supported,  either  by  an  object  or  any  other 
player,  when  he  strikes  the  ball. 

9.  No  player,  except  the  captain,  is  privileged  to  address  the  umpire. 

10.  A  ball  that  is  knocked  under  the  net  is  declared  out  of  play.  It  goes 
to  the  opposite  side  in  such  an  event. 

11.  A  ball  is  still  in  play  if  it  strikes  any  object  within  the  playing 
space  and  rebounds  into  the  court. 


ISO 


PHYSICAL  EDUCATION  COMPLETE 


12.  A  ball  is  declared  out  of  play  and  goes  to  the  opposite  side  if  it 
strikes  any  object  outside  of  the  playing  space  and  rebounds  into  the  court. 

Valuable  Hints  to  Players. 

1.  Be  interested  and  great  will  be  your  reward. 

2.  Avoid  playing  the  ball  when  it  is  clearly  within  the  territory  of 
another  player. 

3.  Never  lose  a  chance  to  play  the  ball  when  it  is  yours. 

4.  Keep  your  eyes  constantly  on  the  ball. 

5.  Develop  team  work  by  knocking  the  ball  from  one  to  another  on 
the  same  team. 

6.  Watch  your  chance  to  knock  it  over  the  net  in  unguarded  spots. 

7.  It  is  well  to  learn  to  use  both  hands  in  returning  the  ball. 

CAPTAIN  BALL. 

Captain  Ball  is  a  game  especially  adaptable  to  Rural  School  Playgrounds, 
as  it  can  be  played  by  any  equal  number  of  players  and  by  many  of  the  grades. 
As  it  accommodates  itself  to  any  number  of  players  according  to  the  play 
space  available,  it  is  one  of  the  best  games  for  all  School  Playgrounds. 

Directions  for  Playing  Captain  Ball. 

The  Field :  The  space  that  can  be  allotted  to  the  game  is  divided  into 
two  equal  courts  (see  diagram  A-B  and  C-D)  with  a  strip  (B-C)  four  feet 
wide  between. 

A  8  C p 


^Q)l 


.@i 


FIELDER 

X 


xo 


a 


i(xo)5 


a 
a: 


o 

a: 


FIELDER 


B 


3D 


X]^ 


FOR  SCHOOLS  AND  PLAYGROUNDS  151 

Boundary  lines  being  thus  established,  circles,  or  squares  if  more  con- 
venient, two  feet  in  diameter  are  marked  off  on  each  court.  The  number  of 
these  goal  boxes  will  be  determined  by  the  size  of  the  courts  and  by  the  num- 
ber of  players,  there  being  one  goal  for  every  two  players.  The  Captains' 
goals  (No.  1)  are  placed  in  the  middle  of  each  court  near  the  end  boundary 
lines  (A  and  D). 

The  Team :  Players  are  formed  into  two  equal  teams,  each  having  a 
Captain  (box  1),  a  Fielder  (strip  B-C),  Coalers  (boxes  2,  3,  4,  5,  6),  and 
Cuards  (outside  of  the  boxes). 

The  Game. 

1.  Select  Teams. 

2.  Choose  Captains  and  Fielders. 

3.  Captains  take  position  in  goal  boxes  No.  1. 

4.  Fielders  take  position  in  strip  B-C  opposite  each  other. 

5.  Captain  stations  Coalers  in  boxes  2,  3,  4,  5,  6  of  Court  C-D,  and  Guards 
in  front  of  goals  in  court  A-B. 

6.  Captain  stations  Coalers  in  boxes  2,  3,  4,  5,  6  of  court  A-B,  and  Guards 
in  front  of  goals  in  court  C-D. 

7.  The  Game  is  called  by  the  Referee's  whistle.  He  takes  his  position 
in  the  strip  B-C  between  the  two  Fielders  and  tosses  up  a  basket-ball. 

8.  The  Fielder  who  secures  possession  of  the  ball  tries  to  toss  it  to  the 
nearest  Coaler  of  his  side,  the  opposing  Fielder  guarding  to  prevent  the  throw 
and  to  secure  the  ball  to  toss  to  his  Goaler. 

9.  The  ball  is  kept  in  play  by  being  tossed  from  Goaler  to  Goaler  until 
it  is  caught  by  a  Captain.  This  scores  a  point  for  that  side  and  the  ball  goes 
to  the  Referee  for  another  toss. 

10.  Any  score  decided  upon  by  the  Captains  constitutes  a  game. 

Duties  of  the  Players. 

1.  It  is  the  duty  of  the  Captain  to  try  and  catch  the  ball  when  thrown 
to  him  by  a  Goaler. 

2.  The  Coalers  are  to  get  the  ball  when  thrown  to  them  by  a  Goaler  or 
a  Fielder,  or  whenever  it  can  be  picked  up  near  their  goal,  and  throw  it  to 
Goaler  No.  2,  who  in  turn  throws  it  to  his  Captain.  Coalers  may  step  one 
foot  only  out  of  the  goal  in  order  to  obtain  the  ball. 

3.  The  Guards  are  to  guard  the  goal  boxes  and  prevent  the  Coalers 
from  gaining  possession  of  the  ball.  They  must  not  step  into  the  goals  or 
on  the  line,  but  may  play  anywhere  in  their  court  and  recover  a  ball  that 
goes  out  of  bounds.  The  Guards  may  throw  the  ball  to  each  other  and  to 
the  Fielder  of  their  side. 


152  PHYSICAL  EDUCATION  COMPLETE 

4.  The  Fielders  will  always  throw  the  ball  to  their  nearest  Goaler.  They 
may  play  in  the  strip  B-C  and  just  over  the  line  of  their  own  court. 

5.  The  Referee  calls  the  game,  declares  fouls  and  keeps  the  score. 

Rules. 

1.  A  ball  that  goes  out  of  bounds  must  be  returned  by  the  nearest  Ciuard 
to  the  spot  where  it  crossed  the  boundary  line,  and  from  that  point  thrown 
to  another  Guard. 

2.  Fielders  throw  the  ball  to  Coalers  only. 

3.  Coalers  throw  the  ball  to  each  other;  the  ball  may  be  thrown  to  the 
Captain  only  by  Coaler  No.  2. 

4.  Guards  throw  the  ball  to  each  other  and  their  Fielder. 

5.  The  ball  should  be  thrown  rapidly  from  player  to  player,  the  object 
being  to  get  it  to  Coaler  No.  2  as  quickly  as  possible,  as  this  is  the  only 
player  who  is  entitled  to  throw  the  ball  to  the  Captain  except  in  case  of  a 
"free  throw." 

6.  A  foul  entitles  the  opposing  team  to  a  "free  throw,"  which  may  be 
made  by  either  No.  5  or  No.  6  Goaler,  who,  unguarded,  makes  the  throw  to  the 
Captain. 

7.  Guarding  may  be  done  only  by  jumping  to  catch  the  ball  as  it  leaves 
the  hands  of  the  thrower.  The  ball  must  be  caught,  not  batted  with  the  hands 
or  blocked,  and  no  throw  must  be  prevented  by  "over-guarding." 

8.  Care  should  be  exercised  in  the  placing  of  players  to  see  that  the 
Goaler  and  opposing  Guard  are  about  the  same  height,  as  otherwise  the  taller 
players  have  too  much  of  an  advantage. 

Fouls. 

1.  For  a  Goaler  or  the  Captain  to  step  both  feet  outside  the  goal  box; 
for  a  Guard  to  step  in  a  goal  box  ;  for  any  player  to  step  on  a  boundary  line 
of  the  courts  or  a  goal  box. 

2.  For  a  player  to  knock  the  ball  out  of  another  player's  hands  or  to 
block  a  throw. 

3.  Kicking,  bouncing  the  ball  or  batting  the  ball  with  the  hands. 

4.  The  Referee  may  foul  a  player  for  over-guarding  or  rough  play. 

5.  It  is  a  foul  play  to  throw  the  ball  to  any  but  the  right  player  (see 
Duties  of  Players,  No.  2,  No.  3  and  No.  4). 

6.  For  a  player  to  hold  the  ball  longer  than  3  seconds. 

7.  A  ball  that  is  caught  and  held  by  two  players  is  a  "simultaneous  foul," 
and  entitles  both  sides  to  a  "free  throw." 

8.  (Players  who  refuse  to  abide  by  the  decision  of  the  Referee  shall  be 
ordered  from  the  court.) 


FOR  SCHOOLS  AND  rLAVGROUNDS 


153 


GERMAN  BAT  BALL  NUMBER  ONE. 


nxxxxxxx  ETC. 
I   a  34.56  78 


X' BATTERS 
♦  •FIELDERS 


Players:  Any  number  to  make 
equal   teams. 

Field:  Marked  off  according  to 
diagram  and  always  ten  feet  from  the 
Batting  Line  (A)  to  the  Home  Line 
(B).  Make  larger  according  to  the 
number  of  players. 

Apparatus  :  Volley  Ball  or  Basket 
Ball  and  a  Goal  Post  (X). 

The  Players  are  formed  into  two 
teams,  the  Batters  and  Fielders,  who 
toss  up  for  first  position  as  Batters. 
The  Batters  take  position  on  the  line 
A-A,  in  turn,  for  batting,  and  the 
Fielders  may  cover  the  territory  in  and 
around  Courts  1  and  2. 

Rules. 

L  The  Batters  must  bat  accord- 
ing to  number  and  stand  for  batting 
on  the  batting  line  (A). 

2.  The  ball  is  batted  as  in  Volley  Ball,  with  the  open  hand  if  a  Volley 
Ball  is  used,  and  the  clenched  fist  if  a  Basket  Ball  is  used.  Each  Batter  is 
allowed  two  chances  to  get  the  ball  across  the  home  line.  It  must  be  sent,  in 
all  cases,  across  the  Home  Line  or  the  batter  loses  his  turn. 


* 


GOAL(x)  POST 

*  * 


I 


GERMAN    BAT    BALL— FOURTH    AND    FIFTH    GRADES 

3.  After  batting  the  ball  the  Batter  runs  across  the  Home  Line,  through 
Court  numljer  one,  around  the  Goal  Post  (X)  and  up  through  Court  number, 
two,  back  to  the  Batter's  Box.  This  constitutes  a  "run"  and  scores  one  point 
for  his  team.  If  he  is  hit  by  the  ball  thrown  by  a  Fielder  before  he  reaches 
the  Batter's  Box  he  is  "out"  and  must  take  his  place  in  line  to  await  his  turn 
to  bat  asjain. 


< 
aa 

in 
< 

Q 

z 

3 
O 
OS 

o 
< 

> 
a 

H 
01 

U) 

a 
2 

tn 
< 

o 
z 

u. 
o 

« 
in 

u 


FOR  SCHOOLS  AND  PLAYGROUNDS  ISS 

Fouls. 

1.  To  run  with  the  ball. 

2.  To  hold  the  ball  longer  than  five  seconds. 

3.  To  interfere  with  a  runner. 

Scoring'. 

Each  run  scores  one  point,  and  a  team  remains  at  the  bat  until  three 
players  have  been  hit  out  by  Fielders. 

A  foul  gives  one  point  to  the  opposing  team. 

Any  score  determined  upon  at  the  beginning  of  the  game  shall  constitute 
a  game,  or  the  greatest  score  earned  within  a  certain  time  names  the  winning 
team. 

(Note — A  particularly  good  game  for  ungraded  classes.) 

GERMAN  BAT  BALL  NUMBER  TWO. 

This  is  a  modification  of  German  Bat  Ball  Number  One  and  is  particu- 
larly adaptable  where  there  are  but  few  players  available. 

Players  are  formed  into  two  squads,  who  score  individually,  as  follows: 

1.  If  a  Batter  is  hit  out  by  a  Fielder  he  is  declared  "out"  and  at  once 
changes  places  with  the  Fielder  who  hit  him  out.  The  new  Batter  now  takes 
his  place  at  the  end  of  the  line  to  await  his  turn  to  bat. 

2.  Fouls  count  against  the  score  of  the  player  who  makes  them. 

3.  At  the  end  of  the  game  the  player  having  scored  the  greatest  number 
of  runs  is  the  winner. 

4.  The  length  of  time  a  game  is  to  run  is  decided  upon  before  the  play 
is  started.  This  may  be  ten,  twenty,  thirty  minutes  or  even  a  longer  time  if 
desired. 

PLAYGROUND  BASEBALL.     (Abbreviated  Rules.) 

This  is  an  ideal  game  for  both  boys  and  girls  from  the  fourth  grade  age 
through  the  eighth,  and  is  particularly  recommended  for  girls  of  High 
Schools  and  Normals. 

The  distance  around  the  Diamond  on  "Infield"  is  140  feet,  divided  to 
form  a  perfect  square,  each  side  of  which  is  35  feet  long. 

The  Home  Plate  is  1  foot  square,  placed  inside  the  Diamond  and  in  con- 
tact with  the  lines  Home  to  1st  Base  and  Home  to  3rd  Base. 

1st,  2nd  and  3rd  Bases  are  ly'2  feet  square,  placed  inside  the  Diamond 
in  contact  with  the  lines  between  bases. 


1S6 


PHYSICAL  EDUCATION  COMPLETE 
How  to  Mark  Off  the  Diamond. 

2"J  BASE 


C-. 


PITCHERS  PLATE 


3dBASt\ 


/ 

\ 

..4M' 

v\ 

/^ 

^X 

/•^ 

N\ 

\   \ 

// 

'liiBASE 


HOME  PI  ATE 

The  Pitcher's  Plate  is  10  inches  by  2  inches,  made  of  any  hard  substance 
and  placed  30  feet  distant  from  the  Home  Plate  on  a  line  between  Home 
and  2nd. 

The  distance  from  Home  to  2nd  Base  across  the  Diamond  is  48^/2  feet. 

The  distance  from  1st  to  3rd  across  the  diamond  is  ASi^A  feet. 

The  Batsmaui's  Box. 

The  Batsman's  Box  is  placed,  one  on  each  side  of  the  Home  Plate,  each 
being  3  feet  wide  by  4  feet  long,  and,  placed  in  such  position  that  they  touch 
the  lines  of  the  Diamond,  1  foot  in  front  of  the  Home  Plate  and  3  feet  be- 
hind it. 

Fail*  and  Foul  Ground. 

From  1st  and  3rd  Bases,  lines  are  extentled  to  the  boundaries  of  the 
grounds.  The  Foul  Lines  are  those  from  the  outer  corners  of  the  Home 
Plate,  along  the  outside  edges  of  1st  and  3rd  Bases  along  the  extensions  to 
the  boundaries  of  the  ground.  All  the  space  outside  these  lines  is  Foul 
Ground  and  all  within,  Fair. 

InBeld  and  Outfield. 

The  regular  Diamond  forms  the  Infield  and  the  field  within  the  extension 
lines  from  1st  and  3rd  Bases  to  the  boundaries  of  the  grounds,  covers  what 
is  known  as  the  Outfield. 


FOR  SCHOOLS  AND   PLAYGROUNDS  157 

Ball  and  Bat. 

A  12-iiu-h  l>all  is  used  where  the  play  space  is  unlimited. 

A  14-iiich  Ijall  is  used  where  there  is  less  room. 

A  17-iiu-h  bail  is  used  where  the  play  space  is  very  limited. 

The  bat  should  measure  about  2%  feet  by  2  inches  at  the  widest  part. 

Players. 

There  are  ten  players  on  a  side,  Pitcher,  Catcher,  1st,  2nd,  3rd  Baseman, 
Right,  Center  and  Left  Fielders  and  Right  and  Left  Shortstops.  The  players 
are  assigned  their  respective  positions  by  their  Captain. 

Game. 

The  regular  game  consists  of  nine  innings ;  however,  it  may  be  shortened 
to  seven  or  five,  as  decided  upon  by  the  two  Captains.  The  choice  of  innings 
may  be  decided  by  flipping  a  coin  or  by  a  player  from  each  team  being  chosen 
to  toss  the  bat  to  each  other  known  as  "Hands  Method."  (In  this,  one  takes 
the  bat  in  one  hand  and  pitches  it  to  the  opponent,  who  catches  it  with  one 
hand.  The  tosser  then  places  one  hand  around  the  bat  just  above  the 
catcher's  hand,  the  catcher  following  with  one  hand  and  so  on,  alternating 
until  the  handle  of  the  bat  is  reached.  One  point  is  scored  for  the  boy  or  girl 
who  last  gets  his  ENTIRE  hand  on  the  bat.  The  palm  of  a  hand  rubbed  over 
the  end  of  the  bat's  handle  may  touch  both  the  bat  and  player's  hand,  but 
it  must  touch  the  bat,  anyway.  The  best  two  throws  out  of  three  decide  the 
winner.) 

Good  and  Bad  BzJls. 

A  ball  which  has  been  legally  delivered  by  the  Pitcher  and  passes  over 
any  part  of  the  Home  Plate,  not  lower  than  the  Batsman's  knees  nor  higher 
than  his  shoulders,  is  what  is  known  as  a  "Good  Ball."  Anything  else  is  a 
"Bad  Ball'  and  termed  "Ball"  by  the  Umpire. 

Illegal  Balls. 

If  the  Pitcher's  foot  is  not  in  contact  with  the  Pitcher's  Plate,  or  more 
than  one  step  forward  is  taken  in  delivering  the  ball,  it  is  termed  "Illegal" 
and  gives  the  Batter  a  base. 

Pitcher's  Position. 

The  Pitcher  faces  the  Batter,  both  feet  on  the  ground,  in  front  of  the 
Pitcher's  Plate.  When  delivering  the  ball  to  the  bat  he  must  keep  one  foot  in 
contact  with  the  Pitcher's  Plate,  and  ONE  FORWARD  STEP  ONLY  IS 
ALLOWED  WHEN  PITCHING  THE  BALL. 


158  PHYSICAL  EDUCATION  COMPLETE 

Pitching. 

The  ball  must  be  delivered  to  the  bat  by  the  underhand  throw,  the  arm 
swung  parallel  with  the  body  on  the  final  swing.  All  other  plays  may  be 
made  by  the  overhand  throw. 

The  Pitcher  must  hold  the  ball  in  front  of  his  body  and  in  plain  sight 
of  the  Umpire  before  delivery  to  the  bat. 

Balk. 

Should  the  Pitcher  hold  the  ball  sufficiently  long  as  to  unnecessarily 
delay  the  game  or  to  make  a  motion  as  if  delivering  the  ball  without  his  doing 
SO,  shall  be  termed  a  "Balk,"  and  gives  the  Base  Runner  a  base. 

Dead  Ball. 

A  ball  delivered  by  the  Pitcher  which  strikes  the  Batter  is  called  a  "Dead 
Ball,"  BUT  IT  DOES  NOT  GIVE  THE  BATTER  A  BASE.  Should  the 
Batter  intentionally  place  himself  in  such  a  position  as  to  be  struck  by  a 
ball,  or  should  he  interfere  in  any  way  with  the  ball  that  is  pitched,  a  "Strike" 
is  called  on  him. 

Block  BalL 

A  Block  Ball  is  one  that  is  batted  or  thrown  by  a  player  and  stopped  by 
any  person  who  has  no  part  in  the  game.  When  such  occurs,  the  Base  Run- 
ners must  stop  at  the  last  base  touched  and  there  remain  until  the  Umpire 
again  calls  "Play." 

Fair  and  Foul  Balls. 

A  Fair  Ball  is  one  which  strikes  inside  or  ON  the  Foul  Line,  the  VERY 
FIRST  POINT  OF  CONTACT  WITH  THE  GROUND  DECIDING  THIS 
POINT,  REGARDLESS  OF  WHERE  THE  BALL  MAY  AFTERWARDS 
ROLL. 

A  Foul  Ball  is  one  which  strikes  outside  the  Foul  Line,  even  though  it 
may  afterwards  roll  into  the  Diamond. 

Foul  Tip.     Foul  Hit.     Foul  Strike. 

1.  Foul  Tip.  This  is  a  ball  that  tips  the  bat  but  does  not  go  higher 
than  the  Batter's  head. 

2.  Foul  Hit.  This  is  a  ball  that  the  Batter  hits  and  which  lands  out- 
side of  fair  ground. 

3.  Foul  Strike.  This  is  a  ball  that  is  batted  by  the  Batter  into  fair 
ground  while  the  Batter  has  had  some  part  of  his  body  outside  the  Batter's 
Box. 


FOR  SCHOOLS  AND  PLAYGROUNDS  159 

Strikes. 

There  are  four  chances  to  call  a  "Strike"  on  a  Batter,  namely: 

1.  A  hall  struck  by  the  Batter  without  it  touching  his  bat. 

2.  A  Foul  Tip  caught  by  the  Catcher. 

3.  A  "Good  Ball"  pitched  which  is  not  struck  at  by  the  Batter. 

4.  A  ball  legally  delivered  by  the  Pitcher  but  which  is  intentionally 
interfered  with  by  the  Batter. 

(Note — Any  Base  Runner  may  advance  on  a  Foul  Tip  caught,  the  same 
as  on  a  regular  strike.) 

Regular  Order  of  Base  Running. 

Each  Base  Runner  must  touch  each  base  in  regular  order  of  running, 
1st,  2nd,  3rd  and  Home,  or  3rd,  2nd,  1st  and  Home. 

In  Playground  Baseball  we  have  our  choice  of  making  1st  or  3rd  Base 
the  1st  Base,  but  THERE  MUST  BE  NO  BASE  RUNNER  ON  ANY  BASE 
WHEN  THE  BATSMAN  BECOMES  A  BASE  RUNNER  AND  MAKES 
THIS  SELECTION.  The  next  man  to  the  bat  must  follow  in  this  order 
JUST  AS  LONG  AS  THERE  IS  ANY  RUNNER  ON  A  BASE. 

The  Batter  Is  Out. 

1.  If  he  bats  out  of  his  turn  and  makes  a  fair  hit  before  the  mistake  is 
discovered. 

2.  If  he  is  not  in  his  position  in  the  Batter's  Box  inside  one  minute 
after  the  Umpire  has  called  "Batter  up." 

3.  If  he  makes  a  Foul  Hit  which  is  caught  IN  A  FIELDER'S  HANDS. 

4.  If  he  makes  a  Foul  Strike. 

5.  If  he  has  three  strikes,  the  third  being  caught  by  the  Catcher.  (The 
Batter  is  allowed  to  run  on  the  third  strike.) 

6.  If  he  intentionally  interferes  with  the  Catcher  in  fielding  the  ball. 

7.  If  struck  by  the  ball  on  his  third  strike. 

The   Batsmzm  a   Base  Runner. 

1.  The  Batter  is  a  Base  Runner  instantly  AFTER  he  makes  a  fair  hit. 

2.  ,A.fter  the  Umpire  calls  "Ball  Three"  on  him.  This  gives  him  a 
"walk,"  but  he  must  get  to   1st  Base  without  any  delay. 


160  PHYSICAL  EDUCATION  COMPLETE 

3.  After  the  Umpire   calls   "Strike  Three"  on  him. 

4.  After  the  Umpire  calls  an  "Illes^al  Delivery"  on  the  Pitcher. 

When  a  Base  Runner  Should  Start. 

1.  AFTER  A  PITCHED  BALL  HAS  REACHED  OR  PASSED  THE 
CATCHER'S  HANDS.  (Should  this  rule  be  violated  the  Base  Runner  may 
be  called  back  for  premature  starting.) 

2.  NO  BASE  RUNNER  IS  ALLOWED  TO  "SNEAK"  OR  "STEAL" 
BASES. 

3.  EACH  BASE  RUNNER  MUST  BE  ON  HIS  BASE  WHEN  THE 
PITCHER  IS  READY  TO  DELIVER  THE  BALL  TO  THE  BAT. 

Base  Runners  Entitled  to  Beises. 

The  Base  Runner  may,  without  being  put  out,  take  one  base  in  the  fol- 
lowing instances : 

1.  If,  as  Batter,  the  Umpire  calls  "Ball  Three." 

2.  If  the  Batter  who  follows  is  given,  for  any  reason  whatsoever,  a  base. 

3.  If  the  Umpire   declares   a  "Balk." 

4.  If,  while  he  is  Batter,  the  LTmpire  declares  an  "Illegal  Pitch." 

5.  If  the  Pitcher  delivers  the  ball  to  the  Batter  before  the  Base  Runner 
has  had  time  to  return  to  his  base. 

6.  If  a  Fair  Hit  touches  the  person  or  clothing  of  the  Umpire  while  he 
is  on  fair  ground. 

7.  If  an  opponent  interferes  with  him  reaching  his  base. 

8.  Oidy  one  base  may  be  taken  on  a  "Pass  Ball"  (one  which  passes  or  is 
"muffed"  by  a  player.) 

Base  Runner  May  Be  Put  Out. 

1.  If,  while  Batter,  a  Fair  Hit  is  made  and  caught  by  a  Fielder  before 
it  touches  the  ground.     Known  as  a  "Fly." 

2.  If,  while  Batter,  his  third  strike  is  caught  before  it  touches  the 
ground  or  an  object. 

3.  If,  after  the  third  strike,  he  is  touched  with  the  ball  by  any  player 
before  he  touches  his  legal  base. 

4.  If,  in  running  the  base,  a  runner  runs  more  than  three  feet  from  the 
lines  of  the  Infield  in  order  to  avoitl  being  touched  b}-  the  ball  in  the  hands 
of  any  player. 


FOR  SCHOOLS  AND  PLAYGROUNDS  161 

(Note — Should  a  player  be  standing  in  the  Base  Runner's  path  in  his 
attempt  to  catch  the  ball,  the  Base  Runner  is  entitled  to  run  out  of  the 
regular  path  and  must  not  be  declared  out  for  having  done  so.) 

5.  If  a  Base  Runner  runs  into  a  player  who  is  trying  to  catch  a  batted 
ball  or  intentionally  interferes  with  a  thrown  ball. 

6.  If  at  any  time  while  the  ball  is  in  play  he  is  touched  with  the  ball  in 
the  hands  of  any  plaver  while  some  part  of  his  person  is  not  in  contact  with 
his  legal  base,  PROVIDKD  THE  ONE  WHO  TOUCHES  HIM  DOES  NOT 
DROP  THE  BALL  AFTER  TOUCHING  HIM. 

7.  Base  Runner  may  be  put  out  if  there  is  failure  to  touch  any  base  to 
which  he  has  run.  He  may  be  put  out  at  the  base  he  has  failed  to  touch  by 
a  player  who,  holding  the  ball  in  his  hands,  goes  to  that  base  and  touches  it. 

(Note — Any  Base  Runner  is  entitled  to  overrun  a  base  he  has  reached 
and  touched,  BUT  HE  MUST  RETURN  AT  QNCE  TQ  THE  BASE  AND 
TOUCH  IT  AGAIN.) 


\ 


'fl|HHH 

■i 

i 

m 

HI, 

r 

j 

i 

♦- 

I     .f . 

'M^' 

1 '  WMHBgkgpi^MtaidJ 

i 

% 

^ 

<ifl 

1^ 

1 
j 

[ 

^^BEi^^Ei 

i 

1 
I 

1 

f     ,                '^'^ 

m 

m.J 

m^tss0- 

J 

^ 

a%j.'?^. 

FOR  SCHOOLS  AND  PLAYGROUNDS 

SOCCER  FOOTBALL. 
Diagram  of  One-half  the  Field  and  a  Short  Synopsis  of  the  Rules. 


163 


h/ALF 


WAY 


L/NE 


LEFT 


IN  gj  SIDE 


RIGHT 


tefT^HALF 
BACK 


CeHTBR  ^HALF 
BACK 


RI6HT^HALF 
BACK 


PENALTY 
L.FULLBACK 


RADIUS 

»  FULLBACK 


■60''>r- 


OOAL  AREA 

GOAL  X  K££P£lt 


GOAL 


CODKFK 
FLAG 


Players  :     Eleven  on  a  side. 

Field  :  Maximum  size,  390  feet  by  300  feet ;  minimum  size,  300  feet  by 
150  feet. 

Center  of  Half  Way  Line  should  be  indicated  by  a  mark  of  some  suitable 
nature. 

Center  Circle :     Diameter,  60  feet. 

Goals:  138  feet  from  each  Corner  Flag  on  the  Goal  Lines  (24  feet 
apart)  set  two  upright  posts,  8  feet  high,  with  a  bar  across.  The  greatest 
width  of  the  goal  posts  and  depth  of  the  bar  shall  be  5  inches. 

Penalty  Kick  Mark:  Placed  36  feet  from  the  center  of  the  Goal  Line, 
directly  in  a  line  with  the  center  of  the  circle. 

Ball:  The  ball  shall  be  27  inches  in  circumference  and  not  more  than 
28  inches. 

Time  of  Game :     90  minutes,  unless  otherwise  agreed  upon. 

Ends  shall  be  changed  at  half  time,  five  minutes  allowed  between  halves. 

Winners  of  toss  may  have  choice  of  kick-ofif  or  goals. 

Object  of  the  Game:  To  KICK  the  ball  between  the  Goal  Posts  under 
the  bar — not  thrown,  knocked  on,  or  carried  by  any  player  of  the  attacking 
side. 

Simple  Rules  for  the  Game  of  Soccer  Football. 

(The  following  rules  arranged  by  W.  E.  VAN  GILDER.) 

The  ball  is  in  play  on  the  kick-off  when  it  has  rolled  completely  over. 
The  player  who  first  kicked  it  cannot  play  it  again  until  it  has  been  played 
by  another  player. 


164  PHYSICAL  EDUCATION  COMPLETE 

All  opposing  players  shall  be  at  least  ten  yards  from  the  ball  on  the 
kick-off. 

When  the  ball  is  kicked  out  of  bounds  the  Linesmen  decide  which  side 
put  it  out,  and  it  is  thrown  into  the  field  of  play  again  by  the  opposite  side. 
The  player  who  throws  it  in  must  stand  with  part  of  both  feet  on  the  side 
line,  throw  the  ball  with  both  hands  over  his  head,  and  he  must  not  play 
the  ball  again  until  it  hac.  been  played  by  another. 

When  the  ball  is  kicked  behind  the  goal  line  by  one  of  the  attacking 
side,  it  is  kicked  onto  the  held  of  play  by  one  of  the  defenders  from  a  point 
nearest — on  the  goal  area. 

When  it  is  kicked  behind  the  goal  line  by  one  of  the  defenders  it  is  then 
kicked  onto  the  field  of  play  by  one  of  the  attacking  side  from  the  corner 
flag,  called  a  corner  kick. 

In  case  play  is  suspended,  or  a  double  foul  committed,  the  Referee  drops 
the  ball  on  the  ground  at  that  point,  and  as  it  touches  the  ground  is  in  play 
again. 

A  goal  is  scored  when  the  ball  has  passed  between  the  goal  posts  below 
the  cross  bar.  In  case  the  bar  has  been  removed  the  Referee  shall  decide 
whether  the  ball  passed  below  the  supposed  cross  bar. 

A  goal  may  be  scored  from  a  free  kick  only  when  it  follows  a  deliberate 
or  vicious  foul. 

A  goal  may  be  scored  on  a  penalty  kick  when  it  passes  the  goal  post 
below  the  bar,  regardless  of  anyone  touching  it.  A  goal  cannot  be  scored 
from  a  throw-in. 

The  ball  is  always  in  play  should  it  strike  the  Referee,  Linesman  or  if 
it  rebounds  from  the  goal  post  or  corner  flag. 

Each  goal  scored  in  the  game  counts  1  point.  Each  game  counts  2 
points.     In  case  of  even  score  (tie)  each  team  is  given  1  point. 

Fouls. 

Tripping,  kicking,  striking,  holding  or  pushing  an  opponent  or  deliber- 
ately handling  the  ball  (except  using  the  head)  are  all  classed  as  fouls,  and  a 
free  kick  from  the  point  of  committance  is  usually  awarded  the  offended  side. 

Deliberate  and  vicious  conduct  by  a  player  towards  an  opponent  may 
cause  his  removal  from  the  game. 

A  deliberate  foul  committed  within  the  penalty  area  by  the  defending 
side   awards   a   penalty    kick   to   the   opponent. 

Only  the  kicker  and  goal  keeper  are  allowed  within  the  penalty  area 
until  the  ball  is  kicked,  when  the  rest  of  the  players  may  follow  into  the  play. 

The  goal  keeper,  and  only  the  goal  keeper  within  his  penalt}'  area,  may 
use  his  hands  on  the  ball  and  then  not  to  carry  it. 

The  goal  keeper  is  not  to  be  charged,  except  when  he  is  holding  the  ball 
obstructing  an  opponent  or  when  he  is  outside  the  goal  area. 

The  goal  keeper  may  be  changed  during  the  game  by  giving  notice  of 
the  change  to  the  Referee. 

A  player  is  offside  if  he  plays  the  ball  from  another  player  of  his  team 


FOR  SCHOOLS  AND  PLAYGROUNDS  155 

when  there  are  not  three  of  his  opponents  between  him  and  the  goal  at 
tliat  time. 

A  placer  may  take  the  ball  down  the  field  on  a  dribble  and  shoot  a  goal 
if  he  passes  all  the  opposing  team  in  his  play. 

A  player  is  also  offside  if  he  is  nearer  to  his  opponents'  goal  than  the 
three  opponents,  even  though  he  does  not  make  an  effort  to  play 

The  Referee  has  complete  charge  of  the  game  and  his  decisions  on  all 
fouls,  free  kicks,  offside  plays  and  suspensions  of  play  are  final.  He  has  the 
privilege  also  of  changing  Linesmen  during  the  game  if  he  considers  the 
duty  of  these  men  is  being  neglected  or  there  is  any  partiality  being  shown 
either  team. 

Some  Hints  to  the  Various  Players. 

TO  THE  GOAL  KEEPER: 

Do  not  rely  too  much  on  your  kicking.     Use  your  hands. 

Do  not  develop  the  habit  of  leaving  the  goal. 

Do  not  fist  the  ball  when  you  can  use  both  hands. 
TO  THE  FULLBACKS : 

Do  not  play  too  near  each  other. 

Do  not  try  to  dribble.     Get  rid  of  the  ball. 

Do  not  go  too  far  up  the  field  nor  stay  so  close  as  to  retard  the  work 
of  the  Goal  Keeper. 
TO  THE  HALFBACKS : 

When   beaten  by  an  opponent   follow  him   and   try   again. 

Always  help  the  Forwards  at  all  times,  and  the  Fullbacks  when  it  is 
necessary. 

Keep  the  ball  low.     Do  not  balloon  it. 
TO  THE  FORWARDS: 

Do  not  indulge  in  too  much  individual  playing.     Watch  your  teammates. 

Remember  to  make  an  opening  and  also  to  take  one. 

Kick  and  shoot  the  ball  from  the  instep  and  keep  it  low. 

TO  THE  CAPTAIN  OF  THE  TEAM  : 

Do  not  grumble  at  or  scold  an  offending  player.  He  feels  his  mistake 
as  much  as  you. 

Lead  your  team  always.     Never  drive. 

Have  no  special  players  or  favorites.  You  are  all  playing  together, 
TO  THE  TEAM : 

Never  argue  with  the  Referee.  He  is  judge  of  all  plays  and  has  complete 
charge  of  the  game. 

Be  gentlemanly  at  all  times.  Never  indulge  in  foul  or  underhanded  play- 
ing of  any  sort,  at  any  time. 

Learn  to  accept  defeat  as  well  as  victory.  It  is  better  to  be  beaten 
honestly  than  to  win  a  victory  by  unfair  methods. 

Bear  no  resentment  toward  a  player.  Forget  it  as  soon  as  the  play  is 
over. 


166 


PHYSICAL  EDUCATION  COMPLETE 


TENNIS. 
How  to  Mark  Off  a  Tennis  Court. 


fi 

» 

t' 

78 

* — 

i 

0 

M                           \l 

« 

1 

— »/s"- 

1    ' 

— »      4^Z'  riN 

G 

V 

f 

■  p 

N 

FIG.    t-' 


ONE 


Figure  One   represents  a   Single  and  Double  Court. 

Figure  Two  represents  one  end  of  a  Single  Court  or  that  space  in  Figure 
One  included  in  the  lines  L— E,  E— R,  R— P,  P— L,  G— T  and  N— K. 

As  the  Double  Court  includes  the  Singk,  it  is  best  to  measure  the  latter 
one  first,  then  add  the  two  side  lines  for  the  Double  Court. 

Consult  Figure  Two  for  the  following: 
L— K  21  feet. 
K— E  18  feet. 
L— P  27  feet. 
p_R  39  feet. 
T— G  21  feet. 
L — R    47  feet  5  inches. 

Select  the  position  of  the  net  and  drive  in  the  ground.  27  feet  apart,  at 
the  points  L  and  P,  two  small  stakes.  Measure  off  47  feet  5  inches  on  a 
chalk  line  or  stout  cord  and  attach  one  end  of  it  to  point  L.  At  point  P  at- 
tach a  tape  line,  measure  off  a  distance  of  39  feet  and  bring  the  chalk  line 
and  tape  together  at  point  R.  This  will  give  one  corner  of  the  Single  Court. 
Reverse  the  chalk  line  and  tape  measure  on  points  L  and  P  and  mark  the 
point  E.  At  the  point  K  on  the  line  L — E,  21  feet  from  L  space  a  stake. 
Repeat  this  on  the  line  P — R,  driving  a  stake  at  N.  This  marks  the  Service 
Line.  Divide  the  lines  L — P  and  K — N  into  equal  parts  and  connect  by 
the  line  T — G.  Connect  the  line  E. — R.  Repeat  the  same  operations  on  the' 
other  side  of  the  net,  when  the  Single  Court  will  be  marked. 

To  complete  the  Double  Court  extend  the  line  E — R  in  each  direction 
4  feet  6  inches.  Repeat  the  operation  on  the  other  side  of  the  net,  line  O— V 
in  Figure  Two,  and  connect  the  lines  A — G  and  C — D. 

Marking  plates  should  be  placed  in  the  ground  at  points,  A,  B,  C,  D,  M, 
K,  X,  N,  H  and  G.  These  are  only  necessary  for  lawn  or  dirt  courts,  as  they 
make  the  relining  of  a  court  a  very  simple  matter  once  they  are  put  into 
place. 


FOR  SCHOOLS  AND  PLAYGROUNDS  167 

TENNIS. 
(Condensed  Rules.) 

Tennis  is  a  game  that  is  played  by  two  or  four  people.  When  two  play, 
tlie  game  is  spoken  of  as  "Singles,"  the  play  space  used  is  27  feet  by  78  feet 
and  covers  the  territory  bounded  by  the  lines  O — E,  E — R,  R — V  and  V — O 
(Fig.  One).  When  four  play,  the  game  is  spoken  of  as  "Doubles,"  and  the 
full  court  is  required. 

Object  of  the  Game. 

The  object  of  the  game  is  to  knock  the  ball  ("place"  it)  in  some  portion 
of  the  opponent's  court  so  that  he  cannot  return  it. 

The  ball  is  knocked  back  and  forth  over  the  net  until  one  side  fails  to 
hit  it  at  all,  knocks  it  out  of  bounds,  into  the  net  or  fails  to  send  it  over  the 
net.  A  point  is  given  to  either  side  when  the  opposing  side  fails  to  get 
the  ball  into  an  adversary's  court. 

Server  and  Receiver. 

The  player,  chosen  by  lot,  who  first  hits  the  ball,  or  serves  it,  as  it  is 
called,  is  known  as  the  Server,  and  the  one  to  whom  the  ball  is  served  is 
known  as  the  Receiver.  ■  The  same  player  serves  until  a  game  is  over,  when 
the  Receiver  becomes  Server  and  the  one  who  was  Server  is  the  Receiver, 
this  alternating  continuing  until  the  playing  is  completed. 

Playing. 

The  Server  stands  with  one  foot  on  the  line  A — C  or  B — D  (this  depends 
upon  the  court  in  which  he  is  playing),  throws  the  ball  up  into  the  air  and 
endeavors  to  knock  it  into  the  Receiver's  court.  After  he  has  delivered  this 
service  each  side  must  strike  the  ball  in  turn,  striking  it  either  before  it 
touches  the  ground  (known  as  a  "Volley")  or  before  it  has  bounced  a 
second   time. 

(Note — It  is  against  the  rules  to  "Volley"  in  returning  the  service,  but 
after  this  first  stroke  of  the  Server  and  Receiver,  either  player  may  take 
his  choice  of  "Volleying"  or  returning  the  ball  on  the  first  bounce. 

Two  balls  are  allowed  in  each  service.  Should  a  "Let"  ball  be  served, 
that  is  one  which  just  tips  the  net,  another  is  allowed  in  its  place.  A  "Let" 
ball  is  good  and  counts  as  a  return  if  it  occurs  AFTER  THE  FIRST  SERV- 
ICE, that  is  after  the  Server  has  succeeded  in  placing  the  ball  in  his 
opponent's  court,  CLEAR  of  the  net. 

Scoring. 

The  method  of  scoring  is  not  as  difficult  as  it  may  at  first  seem. 

The  point  first  scored  for  either  side  counts  15  for  the  winner,  and  the 
score  is  spoken  of  as  15 — Love,  "Love"  meaning  "nothing"  in  Tennis.  If 
the  side  which  lost  the  first  point  succeeds  in  winning  the  second  the  score 
stands  15 — All,  "AH"  meaning  "even"  in  every  case.  The  Server's  score 
is  always  spoken  first,  therefore  if  he  wins  the  first  point  the  score  stands 
15 — Love.       Should  he  lose,  the  score  is  Love — 15. 


168  PHYSICAL  EDUCATION  COMPLETE 

The  second  point  scored  for  either  side  is  30.  If  the  Server  wins  the 
first  two  points  the  score  is  30 — Love,  and  if  won  by  his  adversary  it  is  Love 
• — 30.  In  the  case  of  each  winning-  a  point  the  next  count  would  be  30 — 15 
or  15 — 30,  according  to  which  jilayer  is  in  the  lead.  30 — All  is  next,  when 
each  side  has  won  two  points. 

The  third  point  scored  for  either  side  is  40.  If  the  Server  wins  the  first 
three  points  the  score  is  40 — Love.  If  he  wins  three  points  and  his  opponent 
one  the  score  is  40 — 15.  If  he  wins  three  and  the  opponent  two  the  score 
is  40—30. 

The   fourth    point    scored   for   either   side   gives    that    side    the   game, 

UNLESS  EACH  SIDE  WINS  THREE  POINTS,  score  40— All,  but  which  in 
Tennis  is  spoken  of  as  "Deuce."  Should  either  side  have  a  score  of  40 — 30 
and  the  next  point  (the  fourth)  is  won  by  the  leading  side,  the  game  be- 
longs to  that  side. 

From  "Deuce"  the  score  becomes  "Advantage-in"  or  "Advantage-out." 

This  depends  upon  whether  the  Server  won  the  point  or  the  Receiver.  The 
Server  is  always  "Ad-in"  and  the  Receiver  "Ad-out."  Either  side  having 
"Ad"  in  its  favor  wins  the  game  by  securing  the  next  point.  Should  "Ad" 
side  lose  the  coveted  point  the  score  becomes  "Deuce"  again,  and  from  that 
point  goes  on  again  to  "Ad-in"  or  "Ad-out."  ONCE  THE  SCORE  BE- 
COMES DEUCE  IT  TAKES  TWO  POINTS  SECURED  IN  SUCCESSION 
TO  WIN  THE  GAME. 

Score  by  Geunes. 

The  score  in  games  is  given  with  the  Server's  score  first.  If  the  games 

are  even  the  score  is  spoken  of  as  1 — All,  2 — All,  etc.,  up  to  5 — All,  when 

"Deuce"  and  "Vantage"  games  are  played.     This  means  that  one  side  has 

to  win,  IN  SUCCESSION,  two  games  before  winning  the  set.  5 — All  is  the 
same  as  "Deuce." 

BASKET  BALL. 

There  is  no  game  played  to-day  that  demands  such  a  variety  of  muscular 
action  as  Basket  Ball.  It  is  a  game  that  calls  into  play  all  the  muscles,  there 
is  a  powerful  call  for  heart  and  lung  action  and  much  agitation  of  all  the 
abdominal  organs.  The  powers  of  circulation,  respiration  and  digestion  are 
all  greatly  increased  and  the  nervous  system  is  given  a  splendid  toning  up. 
These  facts  all  make  Basket  Ball  an  ideal  exercise,  provided  the  game  is 
played  for  fun,  or  is  not  abused  by  INTENSE  competition.  Immature  girls 
derive  much  benefit  from  this  game  when  played  in  a  friendly  way.  Under 
no  circumstances  should  girls  in  the  grades  be  allowed  to  participate  in 
Basket   Ball  contests. 

According  to  physicians,  the  organ  that  is  most  apt  to  be  damaged  is  the 
heart,  which  in  the  case  of  an  immature  girl  has  not  reached  its  normal 
growth.  It  is  more  susceptible  to  permanent  injury  at  this  period  than  at 
any  other  time.     All  girls  of  a  high  strung,  nervous  temperament  should  be 


FOR  SCHOOLS  AND  PLAYGROUNDS  169 

very  carefully  supervised  when  jjlaying'  this  game,  and  should  not  be  given 
permission  to  take  part  in  contests. 

For  the  girl  who  possesses  a  vigorous  heart,  strong-  lungs  and  NO 
NERVES,  Basket  Ball  is  all  right. 

Volley  Ball  is  an  excellent  substitute  for  Basket  Ball  in  the  grades,  and 
for  this  reason  alone  such  a  game  warrants  a  great  deal  of  consideration  by 
instructors. 

ATHLETICS  FOR  GRAMMAR  GRADES. 

Athletics  for  Boys. 

Athletics  of  a  suitable  type  should  be  provided  for  all  boys  of  the 
Sixth,  Seventh  and  Eighth  Grades.  Where  Athletics  are  to  be  made  a  part 
of  the  work  of  the  School  Playground  the  wise  teacher  will  secure  the  con- 
sent of  the  parents  of  each  boy  before  permitting  him  to  participate  in  such 
activities.  Now  and  then  accidents  will  occur,  no  matter  how  careful  and 
watchful  an  instructor  may  be,  and,  tmfortvmately,  there  are  people  in  the 
world  who  do  not  hesitate  to  take  advantage  of  such  opportunities  to  make 
trouble  for  those  in  charge  of  the  work.  A  little  precaution  in  such  matters 
is  well  worth  while. 

Erect  on  your  Playground  at  least  two  horizontal  bars  for  your  boys 
and  the  5ame  number  for  the  girls.  Place  one  at  the  disposal  of  the  smaller 
and  larger  children  of  both  the  boys'  and  girls'  sections  of  the  grounds,  and 
then  give  them  instructions  in  how  to  run  short  distances,  chin  the  bar  and  to 
make  the  standing  broad  jump.  Once  each  year  have  what  you  may  call  the 
Annual  Athletic  Badge  Test,  when  all  those  entitled  to  compete,  enter  the 
class  for  which  they  deem  themselves  fitted.  For  all  purposes  the  standards 
set  by  the  Public  Schools  Athletic  League  will  be  found  most  satisfactory 
and  are  as  follows  : 

Class  A— 

60  Yards   Dash,  8  3-5    seconds. 

Pull  Up  (chinning  the  bar),  4  times. 

Standing  Ijroad  jump,  5   feet  9  inches. 

Class  B— 

60  Yards   Dash  indoors,  8  seconds  ;  or, 

100  Yards   Dash  outdoors,   14  seconds. 

Pull  Up    (chinning  the  bar),  6  times. 

Standing  broad  jump,  6  feet  6  inches. 

(Note — The  Pull  Up  must  be  made  each  time  by  the  body  being  raised 
and  lowered  the  full  arm  length,  and  there  must  be  no  kicking,  jerking,  twist- 
ing or  throwing  of  the  body  in  order  to  assist  in  raising  the  body  to  the 
required  height.) 

All  boys,  regardless  of  age,  weight  or  height  classifications,  should  be 
permitted  to  enter.  PROVIDED  they  maintain  a  certain  standard  of  pro- 
ficiency in  their  school  work,  deportment  in  the  schoolroom  and  on  the  play- 


170  PHYSICAL  EDUCATION  COMPLETE 

ground,  AND  WHO  ARE  MAKING  AN  HONEST  AND  SATISFACTORY 
EFFORT  TO  SECURE  A  GOOD  CARRIAGE  OF  THE  BODY. 

Badges  or  buttons  should  be  supplied  which  may  be  presented  to  each 
boy  when  he  has  proved  himself  a  winner  of  all  three  events  in  the  class 
in  which  he  entered.  No  boy  shall  be  allowed  more  than  one  trial  for  each 
of  the  three  events  in  either  Class  A  or  B.  The  general  rules  that  should 
govern  the  competition  will  be  found  in  the  Public  Schools  Athletic  League 
Handbook,  published  by  A.  G.  Spalding  &  Bros.,  and  may  be  had  for  ten 
cents  per  copy.  This  little,  inexpensive  book  will  be  found  of  great  value  to 
instructors  who  wish  to  introduce  and  carry  on  Athletics  for  boys  and  girls  of 
the  Grammar  Grades. 

CAUTION — No  Grammar  Grade  boy  should  be  permitted  to  train  for 
anything  beyond  the  220  Yards  Run,  and  the  Hammer  Throw,  Shot  Put  and 
Pole  Vault  should  by  all  means  be  eliminated  from  their  programme. 

In  order  to  encourage  aiid  develop  interest  in  this  line  of  work,  it  has 
been  found  to  be  of  the  greatest  help  to  adopt  this  Athletic  Badge  Test  of 
the  Public  Schools  Athletic  League,  though  it  is  not  necessary  to  carry  the 
competition  to  the  full  extent  of  the  League.  The  great  aim  of  this  organ- 
ization has  always  been  to  improve  the  physical  well  being  of  the  individual, 
to  stimulate  ideas  of  honor  and  "the  square  deal"  and  to  develop  school 
spirit  and  pride.  Many  of  the  large  cities  in  the  United  States  have  for  sev- 
eral years  carried  this  work  on  most  successfully,  and  I  wish  it  were  possible 
for  every  city  in  our  land  to  organize  such  a  League  for  the  benefit  of  the 
boys  and  girls  who  are  to  be  the  future  citizens  of  that  city.  However, 
because  such  an  undertaking  is  not  always  possible.  Athletics  need  not  be 
eliminated  from  the  programme  of  the  activities  of  the  School  Playground 
and  the  simple  plan  given  will  easily  cover  all  the  needs  of  all  schools. 

Athletics  for  Girls. 

This  constitutes  one  of  the  most  important  subjects  with  which  all 
Directors  of  Physical  Education  have  to  deal,  and  no  one  realizes  more  than 
they  that  girls  and  young  women  of  to-day  are  in  greater  need  of  rightly 
planned  and  supervised  Athletics  than  are  our  boys  and  young  men.  Social 
customs  and  conventionalities,  both  as  to  conduct  and  dress,  hamper  to  an 
alarming  degree  the  majority  of  girls  in  their  search  for  health-giving  sports, 
and  every  possible  encouragement  and  assistance  should  be  given  them  to 
overcome  these  obstacles  and  every  effort  made  to  place  them  in  the  way  of 
gaining  grace,  bodily  strength  and  vigor — and  consequently,  happiness.  Girls 
need  to  learn  the  lessons  which  competitive  games  and  sports  teach.  They 
are  sadly  in  need  of  much  of  the  same  training  that  boys  receive  through 
play,  and  experience  has  shown  that  it  is  possible  to  accomplish  this  in 
institutions  where  the  instructors  in  charge  of  the  work  have  the  right  idea 
and  ideals.  Competition  of  the  INTENSIVE  variety,  however,  is  not  sport, 
and  when  I  speak  of  competition  as  being  a  good  thing  for  our  boys  and 
girls  I  do  not  mean  that  fierce,  discourteous  and  rude  competition  which 
makes  young  people  forget  the  lessons  of  courtesy  and  regard  for  others. 


FOR  SCHOOLS  AND  PLAYGROUNDS  171 

Immature  girls  should  he  given  climhing,  archery,  ball-throwing,  folk- 
dancing,  standing  broad  jump,  running  hop-step-jump,  running  short  dis- 
tances, rowing,  skating,  swinmiing,  tennis,  volley  ball,  playground  baseball 
and  basket  ball  where  the  game  is  a  friendly  one  "just  for  fun." 

I  see  no  reason  whatever  why  girls  of  Grammar  Grades  should  not  be 
provided  with  an  opportunity  to  participate  in  an  Athletic  Badge  Test  the 
same  as  given  to  the  boys  of  the  Grammar  Grades,  but  Athletics  of  the  more 
strenuous  variety  should  not  be  permitted  in  either  case,  as  the  tension  is 
entirely  too  great  for  these  young  people.  A  few  safe  rules  for  the  instructor 
of  Athletics   for  girls  are  as   follows : 

1.  Select  those  which  have  no  tendency  to  make  girls  less  w-omanly 
and  refined. 

2.  Select  those  which  are  natural  for  girls  and  do  not  endanger  their 
health. 

3.  IN  ALL  CASES  OMIT  Hurdles,  high  or  low.  Hammer  Throw,  Shot 
Put  and  Pole  Vault. 

4.  ADAPT  ATHLETICS  TO  THE  GIRL,  AND  NOT  THE  GIRL  TO 
ATHLETICS. 

ORDERS  FOR  INDOOR  OR  OUTDOOR  GYMNASIUM  MARCHING. 

If  the  marching  is  to  be  done  outdoors,  mark  of?  a  square  or  rectangle, 
to  correspond  with  what  would  be  the  floor  in  a  gymnasium.  Make  the 
size  according  to  space  available  and  requirements  of  the  class. 

Arrange  the  children  in  a  single  line,  according  to  height,  bovs  and  girls 
in  separate  lines,  or  together,  according  to  the  best  results  obtained  by  the 
teacher.  Mark  the  center  of  two  opposite  lines  to  represent  the  front  and 
rear  of  the  room  or  square. 

ORDERS. 

1.  "Mark  time.  Left  (        Voice       )  Left   (....V.  R )  Forward   (....V.  R ) 

MARCH  1" 

2.  "Single  File,  Down  the  Center !" 

3.  "Right  and  Left  (or  Left  and  Right)  by  Ones!" 

(Give  this   command   when   the  opposite   end  of  the   hall  or  square  is 
reached  by  the  leader). 

4.  "By  Twos  I"  when  ready  to  march  down  center  again. 

5.  "Right  and  Left  by  Twos  I" 

6.  "By  Fours  1"  when  ready  to  march  down  center  again. 

7.  "Right  and  Left  by  Fours!" 

8.  "By  Eights  !"  when  ready  to  march  down  the  center  again. 

9.  "Right  and  Left  by  Fours!" 

10.  "Fall  in  by  Fours !"  when  ready  to  march  down  center  again. 

(First  a  line  of  four  falls  in  from  one  side  and  then  the  other.) 

11.  "Right  and  Left  by  Twos!"  etc.,  back  to  the  single  file  or  any  desired 

formation. 


172  PHYSICAL  EDUCATION  COMPLETE 

12.  "Single  File,  WIND !"  This  figure  is  formed  by  having  the  children  form 

one  large  circle,  the  leader  gradually  moving  in,  narrowing  the  circle 
until  all  are  in  a  close  mass. 

13.  "Single  File,  UNWIND !"  or  "Other  Way !"  when  the  leader  reverses  and 

unwinds  all  into  the  large  single  circle  again.  In  forming  this  figure, 
each  child  should  use  care  to  keep  his  or  her  own  place  in  the  line,  other- 
wise the  elifect  is  broken  and  confusion  brought  about. 

14.  "Single  Squares  !"    This  may  be  given  at  any  time  when  the  children  are 

coming  down  the  center  of  the  hall  or  square,  by  fours,  and  is  given  just 
as  the  center  of  the  hall  is  reached  by  the  leaders.  THE  FOUR  LINES 
NOW  MARCH  AS  FOLLOWS : 

a.  The  two  outside  lines  countermarch,  keeping  very  close  to  their 
own  lines,  march  to  the  rear  line  of  the  square,  thence  to  the  out- 
side corner,  down  the  outside  line  to  its  center,  then  inside  to  the 
center  of  the  square,  and  repeat  all.  This  forms  one  square  for 
each  of  the  outside  lines,  providing  enough  children  are  in  line  to 
close  the  square, 
b.  When  the  two  outside  lines  are  forming  their  squares  according 
to  the  directions  given  in  (a)  the  two  inside  lines,  AT  THE  VERY 
SAME  TIME,  march  forward  by  twos,  to  the  front  line  of  the  hall 
or  square,  there  separate,  the  left  line  going  to  the  outer  left  hand 
corner  and  the  right  line  to  the  outer  right  hand  corner  of  the  hall 
or  square.  BY  THIS  TIME  the  four  leaders  should  be  each  at 
his  or  her  own  corner  of  the  hall.  NOW  all  proceed  to  the  center 
of  the  outside  lines,  in  single  file.  When  this  point  is  reached,  the 
lines  march  by  twos  to  the  inside  center  of  the  square,  AND 
REPEAT  THE  FIGURE,  thus  making  four  squares  inside  the 
space  for  marching. 

15.  "Star  Formation!"  is  developed  when  the  leaders  of  the  four  single  lines 

working  in  "Single  Squares"  reach  their  respective  corners  at  the  far 
ends  of  the  hall  or  square.  The  command  is  now  given  and  executed  by 
the  leaders  marching  from  the  corners  of  the  room  to  the  inside  center 
by  a  diagonal  line.  When  the  center  is  reached,  the  two  lines  on  the 
entire  left  side  of  the  square,  march  by  twos  to  the  outside  center  of 
the  outside  line  and  those  forming  the  two  lines  on  the  entire  right  side 
of  the  square,  march  by  twos  to  the  outside  center  of  the  outside  line  on 
the  right.  The  leaders  now  separate,  each  leading  a  line  to  the  extreme 
corner  of  the  hall  to  again  march  to  the  center  on  the  diagonal  line,  and 
REPEAT  THE  FIGURE. 

16.  When  it  is  now  desired  to  give  an  order  for  another  figure,  first  give  the 
order  "By  Twos  to  the  Rear!"  just  as  the  lines  marching  by  twos  from 
the  center  of  the  inside  of  the  square  to  the  center  of  the  outside  lines. 
The  children  now  march  down  the  outside  lines  by  twos  all  in  the  same 
direction,  to  the  center  at  which  point  they  will  fall  into  any  formation 
you  may  desire. 


Athletic  Badge  Test  for  Girls 


Copyright.    1915 

Joseph    Lee,    Trustee    for   Playground    and    Recreation 

Association   of   America 


Published  Iiy  permission  of  The   Playground  and  Recreative  Association   of  America, 
No.  1  Madison  Avenue,  New  York  City,  N.  Y. 


u 

< 

Cfl 

3 
J 
u 


Q 

Z 

a. 
3 

-1 


FOR  SCHOOLS  AND  PLAYGROUNDS  175 

THE  ATHLETIC  BADGE  TESTS  FOR  GIRLS.* 

The  Playground  and  Recreation  Association  of  America  has  adopted  the 
following-  as  standards  which  every  normal  girl  ought  to  be  able  to  attain: 

First  Test 

All-up  Indian  Club  Race 30  seconds 

or   Potato  Race 42  seconds 

Basket-ball  Goal  Throwing .• 2  goals,  6  trials 

Balancing  24  ft.,  2  trials 

Second  Test 

All-up  Indian  Club  Race 28  seconds 

or   Potato    Race 39  seconds 

Basket-ball   Goal  Throwing 3  goals,  6  trials 

Balancing  (bean-bag  or  book  on  head) 24  ft.,  2  trials 

Third  Test 

Running  and  Catching  20  seconds 

Throwing  for  Distance,  Basket-ball  42  ft.,  or  Volley-ball  44  ft. 
Volley-ball  Serving  3  in  5  trials 

The  athletic  sports  of  the  girls  in  rural  communities  begin  largely  in  the 
schools.  There  are  226,000  one-room  rural  schools  in  the  United  States  and 
because  of  lack  of  gymnasium  equipment  and  dressing-room  facilities,  events 
requiring  bloomers  and  bathing  suits  are  not  advisable.  There  are  many 
splendid  events  which  cannot  be  used  nationally.  For  instance,  rowing,  swim- 
ming and  other  water  sports  are  as  impossible  in  many  sections  of  the  prairie 
countries  as  are  skating  and  skiing  in  the  south.  Archery,  golf,  field  hockey, 
horseback  riding  and  tennis  have  been  found  to  be  quite  beyond  the  means 
at  the  disposal  of  the  majority  of  the  school  girls  in  both  city  and  country. 
There  are  communities  in  which  any  form  of  dancing  does  not  meet  v.-ith 
approval.  In  view  of  these  facts,  the  above  events  have  been  agreed  upon 
as  most  suitable  for  use  throughout  the  United  States. 

Rules  for  Tests. 

There  are  no  height,  weight  or  age  limits  in  the  Athletic  Badge  Test  for 
Girls.    The  following  general  rules  shall  govern  the  final  tests : 

Unless  otherwise  stated  in  these  rules,  there  shall  be  but  one  trial  in  each 
event. 

It  is  necessary  to  qualify  in  all  three  events  in  any  class  in  order  to  win  a 
badge. 

•The  revision  of  the  badge  tests  for  girls,  with  the  addition  of  the  third  badge  test,  has  been 
largely  the  work  of  Lee  F.  Hanmer,  chairman  of  the  special  committee  of  the  Association  appointed  to 
work   out    the   tests. 


% 

fit 

o 

H 
< 

a. 


FOR  SCHOOLS  AND  PLAYGROUNDS  177 

No  girl  is  permitted  to  receive  more  than  one  badge  in  any  one  year. 

No  girl  is  entitled  to  more  than  one  first,  second  or  third  test  badge  even 
though  a  full  year  has  elapsed  since  she  last  qualified  for  a  badge. 

If  a  girl  has  already  qualified  for  a  third  test  or  a  second  test  badge,  she 
may  qualify  for  and  receive  a  badge  for  the  lower  test  provided  a  full  year 
has  elapsed. 

Directions  for  Events. 

ALL-UP    INDL\N    CLUB    RACE 

Draw  two  tangent  circles,  each  three  feet  in  diameter.  In  one  of  the 
circles  place  three  one-pound  Model  BS  Indian  Clubs.  At  a  point  thirty  feet 
distant  from  a  line  passed  through  the  center  of  the  circles,  and  parallel  to 
it,  draw  a  line  to  be  used  as  a  starting  line. 

On  the  signal  the  girl  runs  from  the  starting  line,  transfers  the  three 
clubs,  one  after  the  other,  to  the  vacant  circle  so  that  they  remain  standing, 
and  runs  back  to  the  starting  line.  The  girl  makes  three  such  trips  finishing 
at  the  starting  line.  The  girl  is  permitted  to  use  but  one  hand  in  transferring 
the  clubs.  The  surface  within  the  circles  should  be  smooth  and  level.  A  wide 
l>oard  may  be  used  when  the  test  is  made  out  of  doors. 

To  qualify  in  this  event  for  a  first  test  badge  a  girl  must  make  the  three 
trips  to  the  circles  in  thirty  seconds. 

To  qualify  in  this  event  for  a  second  test  badge  a  girl  must  make  the 
tliree  trips  to  the  circles  in  twenty-eight  seconds. 

POTATO  RACE 

On  a  direct  line  draw  four  circles,  each  twelve  inches  in  diameter  and 
five  yards  apart  from  center  to  center.  Five  yards  back  of  the  center  of  the 
first  circle  and  at  right  angles  to  the  direct  line,  draw  a  line  to  be  used  as  a 
starting  line.    This  is  also  the  finish  line. 

On  the  first  circle  place  a  basket  or  other  receptacle  not  over  two  feet  in 
height  and  with  an  opening  not  exceeding  one  foot  in  diameter. 

On  the  signal  the  girl  runs  from  the  starting  line,  takes  one  potato  from 
the  basket  and  places  it  in  the  first  vacant  circle  (the  one  nearest  the  basket), 
runs  back  to  the  basket,  passes  between  it  and  the  starting  line,  takes  the 
second  potato  from  the  basket,  places  it  in  the  second  circle,  returns  to  the 
basket,  passes  between  it  and  the  starting  line,  takes  the  third  potato  from 
the  basket,  places  it  in  third  circle  and  runs  back  to  the  starting  line.  From 
the  starting  line  she  runs  to  the  first  circle,  picks  up  the  potato  and  replaces 
it  in  the  basket,  passes  between  the  basket  and  the  starting  line,  runs  to  the 
second  circle,  picks  up  the  potato,  replaces  it  in  the  basket,  passes  between 
the  basket  and  the  starting  line,  runs  to  the  third  circle,  picks  up  the  potato, 
replaces  it  in  the  basket,  and  runs  across  the  finish  line. 

If  a  potato  is  dropped  anywhere  but  in  the  circle  where  it  should  be 
placed  or  in  the  basket  it  must  be  picked  up  and  properly  placed  before 
another  is  touched. 


z. 

% 

o 

OS 

X 
H 


o 
< 

CO 
H 

< 


FOR  SCHOOLS  AND  PLAYGROUNDS  179 

To  qualify  in  the  event  for  a  first  test  badge  a  girl  must  cross  the  finish 
line  within  forty-two  seconds  from  the  time  the  signal  to  start  is  given. 

To  qualify  in  this. event  for  a  second  test  badge  a  girl  must  cross  the 
finish  line  within  thirty-nine  seconds  from  the  time  the  signal  to  start  is 
given.    Wooden  blocks  may  be  substituted  for  potatoes. 

BASKET-BALL  GOAL  THROWING 

The  regular  basket-ball  goal  may  be  used  or  a  ring  eighteen  inches  in 
diameter  (inside).  It  should  be  placed  ten  feet  above  the  ground  and  the 
inside  rim  should  extend  six  inches  from  the  surface  to  which  it  is  attached. 

From  a  point  directly  under  the  center  of  the  goal  draw  a  semi-circle 
with  a  radius  of  fifteen  feet,  for  a  throwing  line. 

The  girl  may  stand  at  any  point  outside  of  but  touching  the  throwing 
line.    The  basket  ball  used  shall  be  of  standard  size  and  weight. 

The  goal  may  be  made  either  by  a  clear  throw  or  by  bouncing  against 
the  back-board. 

To  qualify  in  this  event  for  a  first  test  badge  a  girl  must  make  two 
goals  in  six  trials. 

To  qualify  in  this  event  for  a  second  test  badge  a  girl  must  make  three 
goals  in  six  trials. 

BALANCING 

A  standard  balance  beam,  twelve  feet  long  and  two  inches  wide,  may  be 
used,  or  a  two  by  four-inch  plank,  set  on  the  two-inch  side.  The  length  shall 
be  twelve  feet. 

There  is  no  time  limit  in  this  event  but  there  should  be  an  endeavor  to 
meet  the  requirements  promptly,  without  haste,  and  with  perfect  poise. 

In  the  first  test  the  girl  starts  from  the  center  of  beam,  walks  forward 
to  the  end,  without  turning,  walks  backward  to  center ;  turns  and  walks 
forward  to  other  end ;  turns  and  walks  forward  to  starting  point. 

In  the  second  test  the  girl  starts  from  center  of  beam  with  a  bean-bag 
or  book  balanced  on  her  head  and  walks  forward  to  the  end ;  turns  and 
walks  forward  the  entire  length  of  the  balance  beam ;  without  turning,  walks 
backward  to  starting  point. 

Two  trials  are  allowed  in  each  test. 

RUNNING  AND  CATCHING 

At  a  distance  of  thirty  feet  from  the  starting  line  and  parallel  to  it, 
stretch   a  cord  ten   feet   from   the   ground. 

On  the  signal  the  girl  runs  from  the  starting  line,  tosses  a  basket-ball 
or  a  volley-ball  over  the  cord,  catches  it,  and  runs  back  to  the  starting  line. 
Three  such  trips  are  made,  finishing  at  the  starting  line.  In  case  of  failure 
to  catch  the  ball,  it  must  be  secured,  tossed  over  the  cord  (either  direction) 
and  caught  before  continuing  the  run. 


o 
z 
u 
z 

< 
J 
< 


FOR   SCHOOLS  AND   PLAYGROUNDS 


181 


The  slartint;-  line  and  the  cord  should  both  he  well  away  from  any  wall, 
backstop,  or  other  object,  so  that  neither  the  contestant  nor  the  liall  shall 
touch  any  obstruction  during  the  run. 

To  qualify  for  a  badge  in  this  event  the  three  trips  must  be  made  in 
twenty  seconds. 

THROWING    FOR    DISTANCE 

A  circle  six  feet  in  diameter  shall  be  marked  on  the  floor  or  ground.  In 
throwing,  contestants  shall  not  touch  outside  the  circle  with  any  part  of  the 
body  until  after  the  ball  has  struck  the  ground.  If  any  part  of  the  body 
touches  outside  the  circle,  the  distance  made  shall  not  be  recorded  but  the 
throw  shall  count  as  one  trial.  Three  trials  are  allowed  and  the  best  throw 
shall  be  taken  as  the  record.  The  throw  is  to  be  made  with  one  hand,  and 
the  distance  required  to  qualify  is  forty-two  feet  with  a  basket-ball  or  forty- 
four  feet  with  a  volley-ball.  If  this  test  is  made  out  of  doors,  it  should  be 
done  on  a  day  when  the  wind  does  not  blow. 

VOLLEY-BALL  SERVING 

A  volley-ball  net  or  piece  of  cord  shall  be  stretched  at  a  center  height 
eight  feet  across  the  playing  space.  Twenty-four  feet  distant  a  line  shall 
be  drawn  on  the  floor  or  ground  parallel  to  the  net.  The  contestant  with 
volley-ball  in  hand  shall  stand  facing  the  net  and  toeing  the  line  with  either 
foot.  She  tosses  the  ball  with  one  hand  as  in  tennis  and  strikes  it  with  the 
other  hand  over  the  net  so  that  it  shall  fall  within  a  square  ten  by  ten  feet. 
This  square  shall  be  marked  on  the  floor  or  ground  ten  feet  from  the  net 
and  at  right  angles  to  it.  Five  trials  are  allowed  to  make  three  aces.  If  the 
contestant  steps  forward  over  the  line  before  the  ball  strikes  the  ground,  no 
score  is  allowed,  but  it  counts  as  one  trial. 

Badges* 

The  following  badges  have  been  adopted  for  the  three  different  classes : 


The  badge  for  the  first  test  is  distinguished  by  one  star,  the  badge  for  the 
second  by  two  stars,  the  badge  for  the  third  test  by  three  stars.  All  the 
badges  are  in  bronze. 

•Designed  by  Mrs.  Edith  W.  Burroughs,  New  York  City,  for  the  Playground  and  Recreation 
Association  of  America,  1915.  Copyright  1915,  Joseph  Lee,  Trustee  for  Playground  and  Recreation 
Association   of  America. 


o 
z 


< 


o 
z 

z 
z 

3 


FOR  SCHOOLS  AND   PLAYGROUNDS  183 

The  Association  recommends  that  each  girl  passing  the  tests  be  allowed 
to  pay  for  her  own  badge,  just  as  a  young  woman  at  college  elected  to  Phi 
Beta  Kappa  pays  for  the  key  awarded. 

Prices 

The  price,  postpaid,  either  singly  or  in  quantity  is  twenty  cents  each. 

Ordering'  Badges 

Public  schools,  private  schools,  playgrounds,  evening  recreation  centers, 
settlements,  church  organizations,  and  other  organizations  of  good  stand- 
ing in  any  city,  town,  village  or  rural  community  may  use  the  tests  adopted 
by  the  Association  and  certify  on  blanks  furnished  by  the  Association,  the 
names  and  addresses  of  girls  passing  the  tests,  ordering  the  number  of 
badges  of  each  kind  required.  It  is  not  possible  for  the  Association  to  send 
out  sample  badges. 

The  American  Committee  on  Athletic  Standards  for  Girls  will  pass  on 
each  list  certified.  If  such  list  is  accepted  by  the  committee,  the  badges 
ordered  will  be  forwarded  on  receipt  of  the  money  for  such  badges.  The 
Association  will  reserve  the  right  to  test  girls  whose  names  have  been  sent 
in  if  in  the  judgment  of  the  Committee  it  seems  desirable  to  do  so.  The 
Association  will  expect  those  certifying  these  lists  to  exercise  the  greatest 
possible  care.  The  object  in  passing  on  each  list  is  so  far  as  possible  to 
make  sure  that  badges  shall  go  only  to  such  girls  as  have  passed  the  tests 
required. 

THE  BADGE  TEST 

What  It  Does 

Every  girl  ought  to  have  poise  and  control  over  her  bod}'. 

Every  girl  ought  to  be  able  to  attain  a  minimum  physical  standard. 

Every  girl  passing  the  tests  is  authorized  to  wear  this  badge  which 
stands  for  physical  efficiency. 

Girls  from  every  part  of  America  will  pass  the  same  tests  and  wear  the 
same  badges. 

The  girl  who  is  physically  efficient  will  be  happier  and  more  useful  to 
society. 

It  is  hoped  that  once  each  year  in  each  city  there  may  be  a  meeting  of 
the  girls  who  have  qualified  in  previous  years  to  welcome  those  who  have 
just  qualified  and  that  this  meeting  will  be  made  a  notable  annual  civic  event. 

To  raise  the  standard  of  physical  efficiency  among  the  girls  of  America  is 
to  give  greater  freedom,  beauty,  and  power  to  the  women  of  America. 

Presentation  of  Athletic  Badges  to  Girls. 

The  Association  suggests  that  the  presentation  of  the  badges  be  such  as 
to  deepen  the  sense  of  loyalty  to  their  country  in  the  minds  of  the  girls 


Id 
U 
Z 

< 

10 


g 

(9 
Z 

I 

a 

s 

H 


> 

in 


>• 

O 

> 


186  PHYSICAL  EDUCATION  COMPLETE 

receiving  them,  and  also  to  impress  members  of  their  families  and  others 
who    shall   witness    the    ceremony.     The    following   program    is    suggested : 

1.  Singing  of  Star  Spangled  Banner. 

2.  Reading  of  Lincoln's  Gettysburg  Speech  by  the  Mayor  or  some  other 
adult. 

3.  The  girls  who  have  been  previously  awarded  repeat  together  the 
following  declaration  of  allegiance  : 

I   will  honor  my  country 

I  will  do  my  best  to  build  up  my  country's  free  institutions 

I  will  not  disgrace  my  city  or  my  school 

I  will  try  to  keep  myself  strong  for  my  country's  service 

4.  The  girls  who  are  now  to  receive  badges  repeat  the  same  declaration 
of  allegiance  to  America. 

5.  An  address  not  to  exceed  five  minutes  on  the  subject,  "For  Better 
America,"  to  help  deepen  the  feeling  of  patriotism. 

6.  Award  of  the  badges  to  those  who  have  passed  the  first  test,  second 
test,  third  test. 

7.  Singing  of  America — first  stanza  by  those  who  have  just  been 
awarded  the  badges  and  those  who  have  received  them  in  previous  years ; 
the  remaining  stanzas  by  all  who  have  gathered  together. 

Wherever  possible  it  will  be  found  effective  to  arrange  for  a  proces- 
sional. If  the  award  of  the  badges  is  out  of  doors,  the  presence  of  a  band 
will  help  greatly. 


No.  105 


Athletic  Bad^e  Test  for  Boys 


Published  by  permission  of  The   Playground  and   Recreative  Association  of  America. 
No.  1  Madison  Avenue,  New  York  City,  N.  Y. 


A    CROUCHING    START 


A    STANDING    START 


PULL    UP    (CHINNING) 


STANDING    BROAD    JUMP 


FOR  SCHOOLS  AND   PLAYGROUNDS  189 

ATHLETIC  BADGE  TEST  FOR  BOYS 

The  riayground  and  Recreation  Association  of  America  has  adopted 
tlie  l(i!l(]\\ing-  as  standards  which  every  boy  ought  to  be  able  to  attain: 

First  Test 

Pull  Uj)    (Chinning) 4  times 

Standing  Broad  Jump 5  ft.  9  in. 

60  Yards  Dash 8  3-5  seconds 

Second  Test 

Pull  Up  (Chinning) 6  times 

Standing  Broad  Jum])__.   .__ 6  ft.  6  in. 

60  Yards   Dash 8  seconds 

or  100  Yards  Dash 14  seconds 

Third  Test 

Pull  I'p  (Chinning) 9  times 

Running  High  Jump 4  ft.  4  in. 

220  Yards  Run 28  seconds 

As  these  standards  have  been  tested  in  the  public  schools  of  several 
cities  it  has  been  found  that  boys  of  12  years  of  age  should  be  able  to  qualify 
for  the  badge  under  the  first  test,  elementary  school  boys  of  13  years  and 
over  for  the  second  test,  and  high  school  boys  for  the  third  test.  It  does  not 
seem,  however,  to  those  who  have  had  experience  with  this  form  of  athletics, 
that  the  different  standards  should  be  limited  to  these  age  groups.  Accord- 
ingly no  age  or  even  weight  limit  is  fixed.  Any  boy  may  enter  any  test  at 
any  time. 

Similar  tests  are  now  in  use  in  many  cities  and  in  some  country^  districts. 
The  Association  has  attempted  through  a  committee  of  experts*  from  differ- 
ent parts  of  the  country  to  establish  standards  which  would  be  simple,  consist 
of  events  which  are  interesting,  and  be  generally-  acceptable.  The  tests  re- 
(juire  only  simple  apparatus,  a  comparatively'  small  space.  They  can  be  con- 
ducted in  a  short  period  of  time  even  with  a  considerable  number  of  boys, 
and  the  measure  of  each  bo}'s  performance  can  be  accurately  determined. 

Rules 

The  following  general  rules  shall  govern  the  final  competition: 
No  boy  is  permitted  to  receive  more  than  one  badge  in  any  one  year. 
It  is  necessary  to  qualify  in  all  three  events  in  any  one  class  in  order 
to  win  a  badge. 


•Committee  which  fixed  tests  and  positions  which  members  of  the  committee  held  at  the  time 
the  report  was  prepared:  George  W.  Ehler,  Director,  Department  of  Physical  Education,  University 
of  Wisconsin,  Madison,  Wis.,  Chairman;  J.  H.  McCurdv,  International  V.  M.  C.  A.  Training  College, 
Springfield,  Mass.;  George  J.  Fisher,  Secretary  of  the  Physical  Department,  International  Committee, 
Y.  M.  C.  A.,  New  York  City;  W.  E.  Meanwell,  Director,  Gymnasium,  I'niversity  of  Wisconsin, 
Madison,  Wis.;  Wm.  A.  Stecher.  Secretary,  Philadelphia  Playground  Association,  Philadelphia.  Pa.; 
E.  B.  De  Groot,  Chicago  Playground  Association,  Chicago,  111. 


190  PHYSICAL  EDUCATION  COMPLETE 

There  shall  be  but  one  trial  in  chinning,  one  in  the  dashes,  and  three  in 
the  jumps. 

L   PULL   UP    (CHINNING) 

A  portable  chinning-  bar  in  a  doorway,  a  horizontal  bar  in  the  gymnasium 
or  the  rungs  of  a  ladder  set  at  an  angle  against  a  building  may  serve  the 
purpose. 

Each  contestant  begins  with  his  hands  on  the  bar.  Then  with  his  arms 
straightened  at  full  length  he  pulls  himself  up  without  a  kick,  snap,  jerk,  or 
swing,  until  his  chin  is  above  the  bar.  Lowering  himself  again  until  his 
arms  are  straight,  he  repeats  the  "Pull  Up." 

2.  STANDING  BROAD  JUMP 

Whenever  possible  it  is  best  to  prepare  a  jumping  pit  by  digging  up  a 
piece  of  ground  about  4  feet  by  25  feet  and  have  a  wooden  or  metal  strip  2 
inches  by  4  inches  imbedded  in  the  ground  at  one  end  of  the  pit  flush  with 
the  surface,  to  serve  as  a  "take  oiif."  It  is  also  well  to  mark  off  5  feet  9 
inches  and  6  feet  6  inches  from  the  "take  off."  Each  competitor  is  allowed 
three  jumps,  his  best  jump  being  taken  as  his  record. 

"The  feet  of  the  competitor  may  be  placed  in  any  position,  but  shall  leave  the 
ground  once  only  in  making  an  attempt  to  jump.  When  the  feet  are  lifted  from  the 
ground  twice,  or  two  springs  are  made  in  making  the  attempt,  it  shall  count  as  a 
trial  jump  without  result.  A  competitor  may  rock  back  and  forward,  lifting  heels 
and  toes  alternately  from  the  ground,  but  may  not  lift  either  foot  clear  of  the 
ground,  nor  slide  either  foot  along  the  ground,  in  any  direction." 

3.  60  YARDS  DASH,  100  YARDS  DASH  AND  220  YARDS  RUN 

A  stop  watch  is  necessary  for  timing  the  boys  in  this  event.  Under  the 
direction  of  a  starter  each  individual  competitor  takes  his  position  on  the 
starting  mark.  The  starter  gives  the  signal  by  saying:  "On  the  mark," 
"Get  set,"  "Go."  At  the  word  "Go"  the  time  keeper  starts  his  watch.  As  the 
runner  crosses  the  finish  line  (60  yards,  100  yards  or  220  yards  from  the  start- 
ing line),  the  time  keeper  stops  his  watch.  The  time  indicated  on  the  stop 
watch  is  the  runner's  time. 

"A  false  start  is  one  where  any  part  of  the  person  of  a  competitor  touches  the 
ground  in  front  of  his  mark  before  the  starter  purposely  gives  his  signal.  The  third 
false  start  shall  disqualify  the  offender.  The  competitor  shall  keep  his  hands  behind 
the   mark   assigned   to   him." 

4.  RUNNING  HIGH  JUMP 

"The  bar  shall  be  a  thin  stick  and  shall  rest  on  pins  which  shall  project  not 
more  than  three  inches  from  the  uprights.  When  this  bar  is  removed,  it  shall 
constitute   a   trial  jump  without   result." 

"The  height  shall  be  measured  from  the  middle  of  the  bar  to  the  ground  on  a 
direct   line." 

"Each  boy  shall  be  allowed  three  trial  jumps  at  each  height." 


FOR   SCHOOLS   AND    PLAYGROUNDS  191 

"Running  under   the   bar   in   making  an   attempt   to  jump   shall   be   counted   as   a 
balk  and  three  successive  balks  shall  constitute  a  trial  jump." 

The  following  order  of  events  is  suggested:  pull  up  (chinning),  jumping, 
running. 

Badges 

THE  HURDLER 

Designed    by    R.    Tait    McKenzie,    M.    D.,    University    of    Pennsylvania, 

for     the     Playground     and     Recreation     Association     of     America,     191J, 

Copyright   1912 

The  following  badges  have  been  adopted  for  the  three  different  classes : 


C.ivyr.Klu    1913  Copyright    1912  CopvriL;,i     I'lJ 

First  Test  Second  Test  Third  Test 

The  badge  for  the  first  test  is  distinguished  by  one  star  in  the  space 
below  the  hurdler,  the  badge  for  the  second  test  by  two  stars  below  the  hurd- 
ler, the  badge  for  the  third  test  by  the  Greek  word  API.STON  below  the 
hurdler.  All  the  badges  are  in  bronze.  The  feeling  has  been  strong  that  the 
badges  should  be  simple  and  beautiful  but  should  not  in  themselves  have  in- 
trinsic value,  that  the  value  should  be  in  what  the  badges  stand  for.  In  de- 
signing this  badge  for  the  boys  of  America  Dr.  R.  Tait  McKenzie  has  ren- 
dered a  large  service. 

The  Association  recommends  that  each  boy  passing  the  tests  be  allowed 
to  pay  for  his  own  badge  just  as  a  young  man  or  woman  at  college  elected  to 
Phi  Beta  Kappa  pays  for  the  key  awarded. 

Prices 

The  price,  postpaid,  either  singly  or  in  quantity  is  twenty  cents  each. 

Ordering  Badges 

Public  scliools,  private  schools,  playgrounds,  evening  recreation  centers, 
settlements,  church  organizations,  and  other  organizations  of  good  standing 
in  any  city,  town,  village  or  rural  community  may  use  the  tests  adopted  by 
the  Association  and  certify  on  blanks  furnished  by  the  Association,  the 
names  and  addresses  of  boys  passing  the  tests,  ordering  the  number  of  badges 
of  each  kind  required. 

The  American  Committee  on  Athletic  Standards  for  Boys  will  pass  on 
each   list  certified.     If  such  list  is  accepted  by  the  committee,  the  badges 

The  rules  quoted  in  the  fine  type  are  with  slight   adaptation   the  rules  laid  dowa  in  the  official 
Handbook  of  the   Public  Schools   Athletic   League  of   New   York   City. 


192  .  PHYSICAL  EDUCATION  COMPLETE 

ordered  will  be  forwarded  on  receipt  of  the  money  for  such  badges.  The 
Association  will  reserve  the  right  to  test  boys  whose  names  have  been  sent 
in  if  in  the  judgment  of  the  Committee  it  seems  desirable  to  do  so.  The  Asso- 
ciation will  expect  those  certifying  these  lists  to  exercise  the  greatest  possible 
care.  The  object  in  passing  on  each  list  is  so  far  as  possible  to  make  sure 
that  badges  shall  go  only  to  such  boys  as  have  passed  the  tests  recjuired. 

Presentation  of  Athletic   Badges   to  Boys 

The  Association  suggests  that  the  presentation  of  the  badges  be  such  as 
to  deepen  the  sense  of  loyalty  to  their  country  in  the  minds  of  the  boys  re- 
ceiving them,  and  also  to  impress  members  of  their  families  and  others  who 
shall  witness  the  ceremony.     The   following  program   is   suggested: 

1.  Singing  of  Star  Spangled  Banner. 

2.  Reading  of  Lincoln's  Gettysburg  Speech  by  the  Ma}or  or  some  other 
adult. 

3.  The  boys  who  have  been  previously  awarded  badges  repeat  together 
the  following  declaration  of  allegiance : 

I  will  honor  my  country 

I  will  do  my  best  to  build  up  my  country's  free  institutions 

I  will  not  disgrace  my  city  or  my  school 

I  will  trv  to  keep  myself  strong  for  my  country's  service 

4.  The  bovs  who  are  now  to  receive  badges  repeat  the  same  declaration 
of  allegiance  to  America. 

5.  An  address  not  to  exceed  five  minutes  on  the  subject  "For  a  Better 
America"  to  help  deepen  the  feeling  of  patriotism. 

6.  Award  of  the  Ijadges  to  those  who  have  passed  the  first  test,  second 
test,  third  test. 

7.  Singing  of  America, — first  stanza  by  those  who  have  just  been 
awarded  the  badges  and  those  who  have  received  them  in  previous  years  ; 
the  remaining  stanzas  b\-  all  who  have  gathered  together. 

Wherever  possible  it  will  be  found  effective  to  arrange  for  a  proces- 
sional. If  the  award  of  the  badges  is  out  of  doors,  the  presence  of  a  band 
will   help   greatly. 

THE  BADGE  TEST 

What  It  Does 

Every  boy  ought  to  be  physically  efficient. 

Specialized  athletics  have  developed  remarkable  American  athletes  but 
they  have  done  most  for  those  who  needed  athletic  training  least. 

Every  boy  ought  to  try  to  reach  a  certain  minimum  physical  standard. 
Such  standards  have  been  formulated  by  a  committee  of  experts  and  are 
here  presented. 

Everv  boy  passing  the  tests  is  authorized  to  wear  this  badge  which 
stands  for  physical  efficiency. 


FOR   SCHOOLS   AND    PLAYGROUNDS  193 

Every  boy  wearing  this  badge  as  he  meets  another  boy — even  though 
their  homes  be  on  opposite  sides  of  the  continent — when  he  sees  the  badge 
upon  the  other  boy  knows  that  they  have  had  the  same  tests,  and  feels  a 
certain  comradeship. 

In  these  days  the  boy  who  makes  himself  physically  efficient  is  preparing 
himself  for  efficient  citizenship  later. 

It  is  hoped  that  once  each  year  in  each  city  there  can  be  a  meeting  of  the 
boys  who  liave  qualified  in  previous  years  to  welcome  those  who  have  just 
(|ualified.  It  would  not  l)e  unfitting  in  our  American  cities  as  in  the  cities  of 
ancient  (ireece  for  the  leaders  in  the  city's  life  to  make  such  a  time  a  notable 
annual  event. 

In  some  cities  the  physical  standard  of  the  boys  has  been  made  much 
higher  because  of  these  tests — sometimes  thirty  per  cent  higher.  To  achieve 
the  same  result  nationally  would  enable  America  to  continue  to  have  in  these 
days  of  city  life  the  pride  in  the  physical  fitness  of  her  boys  which  she 
formerly  had  in  the  pioneer  days. 

Revised   December,   1913 
Revised    August,    1916 
Revised   January,    1917. 


CHAPTER  VI 


Selected  Folk  Dances  for  Elementary  Grades 


FOLK  DANCING 


Dancing,  we  know,  is  the  principal  form  of  exercise  taken  by  a  compara- 
tively large  number  of  people,  and  dancing  schools  have  proved  to  be  of 
■wonderful  assistance  in  teaching  and  developing  the  correct  posture  of  the 
body  and  grace  of  movement. 

I  know  of  no  form  of  exercise  that  produces  the  beneficial  results  which 
we  obtain  from  the  use  of  Folk  Dances.  They  give  us  exercises  that  are  not 
only  favorable  to  muscular  development  and  control,  but  to  good  circulation, 
respiration  and  digestion,  and  give  to  the  individual  girl  the  greatest  amount 
of  pleasure  and  happiness  possible.  Nothing  in  the  way  of  exercise  appeals  so 
strongly  to  girls  of  the  Grammar  Grades  as  the  simple,  healthful  and  delight- 
ful Folk  Dances,  and  in  order  that  their  effect  for  good  may  not  be  destroved, 
it  is  necessary  that  teachers  exercise  great  wisdom  and  control  in  the  use 
of  them. 

Let  the  "truly  genuine  play  idea"  be  the  only  one  present  at  the  lessons. 
Avoid  teaching  solo  dances  or  dances  that  provide  places  for  only  a  few  chil- 
dren.    The  more  the  merrier  and  greater  the  happiness  for  all. 


CHIMES  OF  DUNKIRK 
DANISH  DANCE  OF  GREETING 


Folk  Dances. 

First  and  Second  Grades. 


SHOEMAKERS'  DANCE 

CHILDREN'S  POLKA        V  Third  and   Fourth  Grades. 

TANTOLi 

ALPINE  SNOW  FLAKE  DANCE 

BLEKING 

FINNISH  REEL 

NORWEGIAN  MOUNTAIN  MARCH  [ 

SWEDISH  CLAP  DANCE  )  Fifth,   Sixth,   Seventh  and   Eighth 

KOMARNO  (  Grades. 

HIGHLAND  SCHOTTISCHE 

THE  CRESTED  HEN 

BOUNDING  HEART 


196 


PHYSICAL  EDUCATION  COMPLETE 


THE  CHIMES  OF  DUNKIRK. 


Allegro 


p  j-jij;    J  in  nij' 


wm 


^ 


^ 


^ 


^ 


^ 


i'  rj''  I'-r 


^ 


p 


ig  -?1- 


J      1^^    J^^-^^ 


^ 


4^ 


s         r/ffi: 


^= 


^^^ 


^ 


^^ 


^^ 


if  AC 


^ 


^ 


^^f 


^m 


Copyright,    1915,    by    Lavinia    H.    Kaull. 
(Description  and   arrangement.) 


FOR   SCHOOLS   AND    PLAYGROUNDS 


197 


THE  CHIMES  OF  DUNKIRK. 


Formation. 

Children  in  line,  partners  side  by  side,  and  to  music,  skip  to  circle  forma - 
tiun.  When  the  circle  is  complete,  a  signal  is  g-iven  to  halt,  a  chord  is  played, 
the  children  face  partners  and  at  the  same  time  place  their  hands  on  their 
own  hips. 

Movements. 

Measures  1-2 — Beginning  with  the  right  foot,  stamp  right,  left,  right  and — 
hold. 

Measures  3-A — Clap  own  hands  in  front  of  chest  three  times  and — hold. 

Measures  5-6 — Partners  join  hands,  and  to  four  counts  skip  around  "in 
place,"  the  child  in  the  outer  circle  leading  the  partner  toward  the  left. 

Measures  7-8 — With  hands  on  own  hips,  each  child  takes  one  step  to  the  left 
(count  1),  the  right  foot  is  placed  by  the  left  (count  2).  and  new  partners 
bow  to  each  other  (count  3). 

Measures  9-16 — Repeat  all. 

REPEAT  AS   DESIRED. 


198 


PHYSICAL  EDUCATION  COMPLETE 


DANISH  DANCE  OF  GREETING. 


iin  r^ 


n  rj  i.n 


f 


s 


^ 


^ 


=^ 


^ 


^ 


^ 


^ 


^ 


g 


^ 


^ 


^f?^  rj 


^ 


^ 


J 


%    at, 


^ 


Copyright,   1915,   by    Lavinia   H.   Kaull. 
(Description  and   arrangement.) 


FOR  SCHOOLS  AND   PLAYGROUNDS  199 


DANISH  DANCE  OF  GREETING. 

Formation. 

Children  form  a  single  line,  girl  leading,  hands  on  hips  and  to  appropriate 
music,  skip  to  circle  formation.  A  chord  is  played,  when  all  face  the  center 
of  the  circle. 

Movements. 

Measure  1 — BOYS — Clap  own  hands  twice  in  front  of  chests  (count  1-2), 
place  hands  on  hips  and,  turning  toward  partners,  bow  from  hips  and 
face  center  of  circle   (count  3-4). 

Measure  2 — Repeat  above,  bowing  to  the  girl  on  the  left  on   ("count  3-4). 

Measure  1 — GIRLS — Clap  own  hands  twice  in  front  of  chests  (count  1-2), 
place  hands  on  hips,  left  toe  placed  close  to  right  heel,  both  knees  are 
bent  as  courtesy  is  made  to  partner  (count  3),  and  face  center  of  circle 
(count   4). 

Measure  2 — Repeat  above,  courtesy  is  made  to  boy  on  the  right  (count  3), 
and  face  center  of  circle  (count  4). 

Measure  3 — Hands  on  hips,  boys  stamp  first  with  the  left  then  right  foot, 
girls  first  with  the  right  then  left  foot. 

Measure  4 — With  four  light  running  steps,  boys  make  a  complete  circle  "in 
place,"  turning  toward  the  left.    Girls  the  same,  turning  toward  the  right. 

Measures   1-4— REPEAT  ABOVE. 

Measures  5-8 — All  join  hands  and  with  sixteen  light  running  steps,  circle  to 

the  right,  turn  and  take  sixteen  running  steps  to  place. 

REPEAT  AS  DESIRED. 


200 


PHYSICAL   EDUCATION   COMPLETE 


SHOEMAKERS'  DANCE. 


m 


n=£! 


m ^ m 


T  iiT^  ir  r 


3ZZI 


m 


m 


f  If  If 


^ 


s 


^ 


p;^^ 


J=^ 


^.    * 


p 


p 


3 


^ 


^ 


it'l^'lfl 


^ 


Copyright,   1915,   by    Lavinia  H.   KauII. 
fDescription   and   arrangement.) 


FOR   SCHOOLS   AND    PLAYGROUNDS  201 


SHOEMAKERS'  DANCE. 

Formation. 

Children  furm  two  lines,  girl  on  boy's  right,  skip  to  double  circle  forma- 
tion. A  chord  is  played,  when  partners  face  each  other  and  at  the  same  time 
raise  arms  height  of  shoulders,  arms  bent  at  the  elbows,  hands  closed,  the 
right  arm  in  a  position  about  three  inches  above  the  left. 

Movements. 

Measures  1-2 — "Winding  the  thread" — the  arms  are  rolled  over  each  other 
three  times,  the  right  moving  first  away  from,  and  the  left  toward  the 
body.     Reverse  and  roll  three  times  (count  1,  2,  3 — hold). 

Measure   3 — "Pulling  the   thread   tight" — pull    the   arms    apart,   jerking   the 

elbows  well  back,  and  expand  the  chest  (count  1-2). 
Measure  4 — Clap  own  hands  three  times  in  front  of  chest  (count  1,  2.  3). 

Measures  1-4 — REPEAT.  "Driving  the  peg" — measure  4 — hammer  the  fists 
three  times. 

Measures  5-8 — Partners  join  inside  hands,  free  hands  on  hips.  Dance  forward 
in  circle  formation.  (The  step.  All  step  forward  on  the  left  foot 
(count  1),  hop  on  the  left  and  raise  the  right  knee  (count  2),  step  forward 
with  the  right  foot  (count  1),  hop  on  the  right  and  raise  the  left  knee 
(count  2),  etc. 

REPEAT  AS  DESIRED. 


202 


PHYSICAL   EDUCATION   COMPLETE 


CHILDREN'S  POLKA. 


^ilj  'LxJ  ''if 


Copyright,   1915,  by   Lavinla  H.   KauU. 
(Description  and  arrangement.) 


FOR  SCHOOLS  AND   PLAYGROUNDS  203 


CHILDREN'S  POLKA. 

Formation. 

Children  form  a  single  line,  girl  leading,  hands  on  hips,  and  to  appropriate 
music,  skip  to  circle  formation.  A  chord  is  played,  partners  face  each  other, 
clasp  hands  and  raise  extended  arms  height  of  shoulders. 

Movements. 

Measures  1-8 — All  take  two  glide  steps  toward  the  center  (count  1-2),  stamp 
three  times  (bovs,  left,  right,  left  and  girls  right,  left,  right — count 
1,2.3). 

Repeat  same,  returning  to  place. 
Repeat  all. 

Measures  9-12 — Clap  own  hands   on   thighs    (count   1),  clap  own   hands   in 
front  of  face  (count  2),  partners  clap  hands  together  (count  1,  2,  3). 
Repeat. 

Measures  13-14 — All  right  toes  are  placed  forward,  touching  floor  lightly, 
heels  raised,  left  hands  placed  under  right  elbows  and  shake  right  fore- 
fingers at  partners  (count  1,  2,  3),  change  position  of  feet  and  hands  to 
the  left,  and  shake  left  forefingers  at  partners  (count  1,  2,  3). 

Measure  15 — All  place  hands  on  own  hips,  a  complete  circle  is  made,  jumping 
a  half  circle  twice — the  boy  turns  toward  the  right,  the  girl  to  the  left — 
(count   1,  2). 

Measure  16 — All  stamp,  right,  left,  right. 

REPEAT  AS  DESIRED. 


204 


PHYSICAL   EDUCATION   COMPLETE 


m 


TANTOLI. 


^ 


^m 


tSi  CJW 


^ 


7=^ 


"» ^ — if 

3 


S 


J^JJU 


^^ 


^^ 


'^'i:JJ"  L^'' 


^ 


p^ 


f 


w 


^ 


i»i»^ 


m 


^^ 


^^^ 


^ 


-t^ 


p 


^ 


^ 


fe 


^ 


'-grtjjf   Iji 


^ 


lA      /ri 


i 


i>* 


P 


S 


^ 


p     » 


^ 


13-      •  14  •  U 


^^ 


i 


■t=^ 


Copyrightt  1915,   by    Lavima   H.   Kaull. 
(Descriotion  and  arrangement.) 


FOR   SCHOOLS   AND   PLAYGROUNDS    "  205 


TANTOLI. 

Formation. 

Children  form  two  lines,  girls  on  boys'  right,  inside  hands  joined,  free 
hands  on  hips.    All  face  the  line  of  direction  and  dance  around  the  room. 

Movements. 

Measures  1-8 — Each  beginning  with  the  outside  foot  (left  for  boy  and  right 
for  the  girl),  heels  placed  forward,  touching  the  floor  and  toes  raised, 
body  bent  backward  (count  1),  change  so  that  toes  of  inside  feet  touch 
floor  at  the  rear,  body  bent  forward  (count  2). 

Measure  2 — Each  beginning  with  the  outside  foot,  take  three  light  running 
steps  forward  (count  1,  2,  3),  and — hold  on  fourth  count.     Repeat  each 
beginning  with  the  inside  feet. 
Repeat  same  movements  through  measures  1-8. 

Measures  9-12 — Partners  face,  place  hands  on  opposite  hips  and  hop  wait.?.. 
(Boy  hops  twice  on  the  right  foot,  left  raised  sideward  with  knee 
straight,  then  change  to  the  opposite  foot.  Girl  begins  by  hopping  on  the 
left  foot  first.     Count  1,  2,  1,  2,  etc.) 

Measures  13-15 — Repeat  the  hop  waltz,  all  turning  toward  boys'  right.  Make 
a  complete  circle  in  turning.     (Count  1,2,  1,  2,  etc.) 

Measure  16 — All  stamp  three  times,  right,  left,  right. 
REPEAT  AS  DESIRED. 


206 


PHYSICAL  EDUCATION   COMPLETE 


ALPINE  SNOW-FLAKE  DANCE. 


AHeyeito 


^JIJ    J 


^ 


m 


4. 


r^ 


"J"  2 


fei 


i^b 


?^ 


^^ 


f==F 


'.       f 


I'  r  n 


m 


ffffifrfi 


^fe 


2 


^ 


^^ 


^^ 


I 


^ 


^ 


^ 


^ 


^^ 


^^ 


gg^ 


P^ 


».  f     f 


^ 


^ 


Copyright,   1915,   by    Lavinia   H.   Kaull. 
(Description  and   arrangement.) 


FOR   SCHOOLS  AND   PLAYGROUNDS  207 


ALPINE  SNOW-FLAKE  DANCE. 

Formation. 

Two  double  circles.  Boys  form  inside  and  girls  outside  lines  of  each 
circle.  Boys  "about  face"  when  a  chord  is  played  so  that  partners  move  in 
opposite  directions.  Bodies  held  erect,  both  arms  stretched  full  length  above 
heads.     Fingers   move   constantly   to   represent    falling   snow-flakes. 

Movements. 

Measures  1-8 — Each  circle,  with  eight  light  running  steps,  moves  forward  in 
the  direction  facing. 
All  "about  face"  and  with  eight  light  running  steps,  return  to  place. 

Measures  9-16 — Partners  place  right  arms  side  by  side  (arms  still  extended 
above  heads)  and  turn  in  place  with  eight  light  running  steps.  Reverse, 
left  arms  now  side  by  side,  and  return  to  place  with  eight  light  running 
steps. 

Measures  17-20 — Partners  make  cjuick  change  to  skaters'  position,  each 
beginning  with  the  right  foot,  dance  two  schottische  steps  forward. 

Measures  21-2-1 — Partners  join  both  hands  and  "whirl"  to  eight  counts.     Feet 
should  be  kept  close  together  in  this  movement,  while  partners   "pull 
away"  from  each  other  so  that  the  arms  are  raised  almost  to  the  hori- 
zontal. 
Repeat  measures  17-24. 

REPEAT  AS  DESIRED. 


208 


PHYSICAL   EDUCATIOX   COMPLETE 


BLEKING. 


I 


f¥^^ 


m 


^ 


F  ^  M 


sm 


w 


)      I 


'm  i  *  i  n- 


1=^ 


^^ 


f 


i 


f  r  'I  1 1 1 1^  u-i  I 


p  J  p  J  ij-^g^:^ 


'.M    8  M   f 


^m 


j^g^ 


1 


^ 


if  f  p 


luau 


^ 


r^r;  n 


I-    *•  ^ 


^ 


^ 


s 


^ 


^^    i    -^    ■    V 


^m 


=^ 


^ 


^=* 


■*     0.     »    m 


^ 


^^^^^ 


J'j  fJ  j  Ml 


'"/'  rTT- 


^ 


O    r    ^    V 


f 


Copyright,   1915.   by    Lavinia   H.   Kaull. 
(Description   and  arrangement.) 


FOR   SCHOOLS   AND    PLAYGROUNDS  209 


BLEKING. 

(An  excellent  dance  for  boys.) 

Formation. 

Children  form  a  single  line,  girls  leading,  and  with  hands  on  hips  skip  to 
circle  formation.  A  chord  is  played  when  the  boys  step  inside  the  circle,  fac- 
ing partners,  thus  forming  a  double  circle.     Join  hands. 

Movements. 

Measure  1 — Jump,  right  heel  forward,  touching  the  floor,  toe  raised,  right 
arm  forward,  height  of  shoulders,  elbow  straight,  left  arm  backward, 
with  elbow  bent.  Twist  the  body  slightly  to  the  left.  Jump  and  reverse 
the  position  of  the  feet  and  arms.     Slow  time. 

Aleasure  2 — Continue  the  same  movement,  making  the  change  three  times, 
right,  left,  right.     Quick  time. 

Measures  3-8 — Repeat  the  above  through  these  measures. 

Measures  9-16 — Partners  hook  right  arms,  and  take  four  hopping  steps,  cir- 
cling to  the  right,  reverse,  hook  left  arms,  take  four  hopping  steps  back 
to  place — and  repeat. 

The  Hopping  Step:  Step  forward  with  the  right  foot  (count  1),  hop  on 
the  right  foot  and  raise  the  left  knee  (count  2),  step  forward  with  the 
left  foot  (count  1),  hop  on  the  left  foot  and  raise  the  right  knee  (count 

2),  etc. 

REPE.\T  AS  DESIRED. 


210 


PHYSICAL  EDUCATION   COMPLETE 


^m 


FINNISH  REEL. 


m 


$ 


k 


^m 


^ 


^ 


^^      tj   1^   L^    It^ 


^ 


a!>j!  ccr^gi 

■  ■ — PP    ■    ■    B 

^4f&fi^ 

[trrrppi 

iC  rrr  mt-j 

-f^t1^ 

1* 

IS 

Copyright,   1915,   by    Lavinia   H.   Kaull. 
(Description  and  arrangement.) 


FOR   SCHOOLS  AND   PLAYGROUNDS  211 


FINNISH  REEL. 


Formation. 


Children  form  a  single  line,  girls  leading,  and  skip  to  place  in  single  circle 
formation.    A  chord  is  played  and  the  girls  turn  to  face  partners. 

Movements. 

Measures  1-8 — Both  hop  on  the  left  foot,  touch  top  of  right  toe  at  the  right 
side,  hop  again  on  the  left  foot  and  touch  right  heel  at  the  right  side. 
Change  the  weight  of  the  body  quickly  to  the  right  foot,  hop  on  the  right 
foot,  touch  top  of  left  toe  at  the  left  side,  hop  again  on  the  right  foot  and 
touch  left  heel  at  the  left  side,  etc.    All  in  quick  time. 

Measures  9-10 — Stamp  forward  with  the  right  foot,  toss  the  head  backward, 
stamp  forward  with  the  left  foot  and  place  heels  together.  Stamp  back- 
ward with  the  left  foot,  stamp  backward  with  the  right  foot  and  place 
heels  together. 

Measures  11-12 — Partners  hook  right  arm  and  with  seven  light  running 
steps,  each  circling  to  the  right,  turn  in  place.  (Hold  on  the  eighth 
count.) 

Meastires  13-1-1 — Repeat  stamping  of  measures  9-10. 

Measures  15-16 — With  four  light  running  steps,  partners  pass  each  other  (on 
the  right)  to  meet  new  partners. 

REPEAT  AS  DESIRED. 


212 


PHYSICAL   EDUCATION   COMPLETE 


NORWEGIAN  MOUNTAIN  MARCH. 


^^h    f'f  ^7  .f>   J*!  i  f  P 


^ 


r  J  ['    1 1 


■p — ^ — p~ 


:z 


^r=t 


y  >     >■   \>*- 


V    V    V 


'MjfQj 


*t  .  ii 


fJ-^ft 


m 


£* 


• 


Jli- 


n 


^ 


^ — 1» — I* 


m 


lz=fc=fc 


^ 


^ 


cf.^/-^  ijrj^ 


£& 


3P: 


^^ 


^^ 


■t  ^ft 


M 


i 


,^ 


#T^ 


^ 


a 


^ 


^ 


^^ 


^^ 


^^ 


^^ 


<*  "   s 


^ 


la 


^ 


i 


S 


Copvrijjht.    1915.    by    Lavini:i    H.    Knull. 
(Rescript ioti    ami    arra.i  K'lr.t-nt.) 


FOR   SCHOOLS  AND    PLAYGROUNDS 


213 


NORWEGIAN  MOUNTAIN  MARCH. 

Formation. 

Triangle.  The  leader  is  number  1,  the  dancer  on  the  left  of  the  leader  is 
number  2  and  the  one  on  the  right  is  number  3.  The  leader  holds  a  handker- 
chief, or  ribbon,  in  each  hand,  those  following  grasp  the  ends  with  outside 
hands,  inside  hands  joined.     Dance  in  large  circle  formation. 


Movements. 

Measures  1-8 — All  begin  by  dancing  toward  the  center  of  the  circle.  The  left 
foot  glides  forward  one  step  (count  1),  the  right  is  placed  close  to  the 
left  (count  2),  and  the  left  is  again  advanced  (count  3).  All  now  bend 
toward  the  right,  or  away  from  the  center  and  the  above  steps  are 
repeated.     Same  again  to  the  left,  etc. 

Measures  9-12 — The  leader,  keeping  the  same  time,  takes  the  same  steps  as 
she  dances  backward  under  the  raised  arms  of  dancers  2  and  3.  Dancer 
number  2  passes  under  well-raised  arms  of  1  and  3,  when  the  third 
dancer  pivots  under  her  own  left  arm.  Number  1  now  turns  around  to 
her  original  position.  (TWO  FULL  MEASURES  for  each  dancer  are 
required  for  the  turning.) 

All  repeat  turning. 

REPEAT  AS  DESIRED. 


214 


PHYSICAL  EDUCATION  COMPLETE 


SWEDISH  CLAP  DANCE. 


Copyright.   1915.   by    Lavinia   H.   Kaull. 
(Description  and  arrangement.) 


FOR  SCHOOLS  AND   PLAYGROUNDS  215 


SWEDISH  CLAP  DANCE. 

Formation. 

Children  form  two  lines,  girls  on  boys'  right,  inside  hands  joined,  free 
hands  on  hips.    Dance  around  the  room  in  line  formation. 

Movements. 

Measures  1-8 — Beginning  with  the  outside  foot,  partners  run  forward  with 
three  light  running  steps,  and  on  the  fourth  count  extend  the  foot  to  the 
"kick"  step.  Begin  the  next  three  running  steps  with  the  inside  foot,  etc. 
Repeat  measures  1-8  Heel  and  toe  polka.  (Place  heel  forward,  touching 
the  floor,  and  at  the  same  time  bend  the  body  backward.  Place  right  toe 
at  the  rear  and  bend  the  body  forward.  Take  three  light  running  steps 
forward,  beginning  with  the  outside  foot.  Repeat,  beginning  with  the 
inside  foot,  etc.) 

Measures  9-12 — BOYS  bow  to  partners  (bend  at  hips),  up  and  clap  own  hands 
three  times  (count  1,  2 — 1,  2,  3).  GIRLS  courtesy  to  partners  (place 
right  toe  close  to  left  heel,  bend  both  knees,  at  the  same  time  hold  right 
elbow  in  the  left  hand  and  place  the  right  forefinger  on  the  chin), 
(count  1),  up  (count  2),  and  clap  own  hands  (  count  1,  2,  3). 

All  repeat  same. 

Measures  13-1-^1 — Partners  clap  right  hands,  clap  own  hands,  partners  clap 
left  hands,  clap  own  hands. 

Measure  15 — Partners  clap  left  hands  and  circle  in  place. 

Measure   16— All  stamp  three  times,  right,  left,  right. 

REPEAT  AS  DESIRED. 


216 


PHYSICAL  EDUCATION  COMPLETE 


KOMARNO. 


^ 

1 , ,                    -  — , 

1,—-^  rj   1 

1   1           1  J  \ 

1    1      1       1^ 
1      '      1    J — z :!— *- 

1 h.       ^-J-:i 

-:^ ;:  1 

t 

2 

-ri- 

J 

4- 

^ 

6 

r 

( 

^\j     r 

^h-F— 

F^ 

^r  ■-.  r 

U      f\ 

»/                 i" 

1»^F — ^ 

L^L^ g;^^ 

L&.-=: ' 

b^ — ' 

H>- 

^ 

•-b-^ 

b-"^ — 

4=--^ ^^ 

4?--^^ b^--^ 

Copyright,   1915,   by  Lavmia   H.   KauU. 
(Description  and   arrangement.) 


FOR   SCHOOLS   A\D    PLAYGROUNDS  217 


KOMARNO. 

Formation. 

Children  form  a  single  line,  boy  leading,  and  skip  to  single  circle  forma- 
tion. A  chord  is  played  when  the  boys  turn  to  face  partners.  Each  dancer 
places  the  left  hand,  palm  out,  at  the  back  of  his  or  her  own  waist,  right  hands 
joined.     (The  girl  should  face  the  line  of  direction.) 

Movements. 

Measures  1-8— Both  begin  with  the  left  foot  and  take  eight  "two-steps,"  the 
boy  dancing  diagonally  backward,  away  from  the  center  of  the  circle  and 
the  girl  diagonally  forward  toward  the  center  of  the  circle. 
Repeat,  beginning  with  the  right,  alternating  throughout  these  measures, 
thus  producing  a  zig-zag  efi'ect. 
Repeat  measures   1-8,  sixteen  "two  steps"  in  all. 

Measure  9 — Hands  in  the  same  position,  the  dancers  hop  on  the  right  foot, 
touch  the  left  heel  forward,  left  toe  ofT  the  floor. 

Measure  10 — Hop  and  reverse  position  of  the  feet. 

Measures  11-12 — repeat  the  steps  of  measures  9  and  10  in  cjuick  time. 

Measures  13-18 — With  the  left  hands  still  back  of  own  waists,  partners  link 
right  arms,  take  twelve  running  steps  (two  to  each  measure),  circling 
in  place. 

Repeat   measures   13-18,  link   left   arms   and  with  twelve   running  steps 
return  to  place. 

REPEAT  AS  DESIRED. 


218 


PHYSICAL  EDUCATION   COMPLETE 


HIGHLAND    SCHOTTISCHE. 


r^ 

p- 1 

1 — ^^ 

— 1 

-^ 

^ 

1 — 1 

— r*i 

— r 

1 — 

p'Vi — \ 1 — ; — 1 

^ 

h=H 

^ 

=5=! 

13 

—  tH 

— 1 

^ P— 

^ 

t^ 

ZT. 

-■ — ■ 

— • 

-^— tI —    J    M 

*- 

-* 

1 

) 

"^ 

"» 

I 

h ^ 

-* 

t 

1 

-^ ^ 

f 

» — V— 

y^ 

=3 

1=5 

— 

=1 

(13 



=3 

^■^ 

t^ 

@ 

— 

Fi 

td 

jT^Jf  r^ 


^^ 


ji  i  j  I  n 


^W 


E^ 


Copyright,  1915,   by   Lavinia   H.   Kault. 
(Description  and  arrangement.) 


FOR  SCHOOLS  AND   PLAYGROUNDS  219 


HIGHLAND    SCHOTTISCHE. 


Formation. 


Children  form  a  single  line,  girl  leading,  and  skip  to  circle  formation.  A 
chord  is  played  when  the  girls  turn  to  face  partners  and  all  raise  left  arms 
to  half  circle  overhead.     Free  hands  on  hips. 

Movements. 

Measures  1—1 — Hop  on  the  left  foot  and  at  the  same  time  touch  the  floor  with 
the  right  toe  at  right  side  of  body.  Hop  again  on  the  left  foot  and  raise 
the  right  foot  back  to  the  left  knee.     (Measure  1.) 

Take  four  glide  steps  to  the  right.  (Measure  2.)  Repeat  the  step,  start- 
ing to  the  left,  with  the  right  arms  raised.  (Measure  3.)  Repeat  the 
glide  steps  to  the  left.     (Measure  4.) 

Measures  5-8 — Partners  hook  right  arms,  free  hands  on  hips.  All  starting 
with  the  left  foot,  take  three  light  running  steps,  hop  and  extend  the 
right  foot  on  the  fourth  count.  Repeat,  beginning  with  the  right  foot, 
hop  and  extend  the  left.     Repeat  twice. 

Repeat  measures  5-8,  reverse,  hook  left  arms,  repeat  three  times  and  on 
the  last  measure  partners  pass  each  other  on  the  right,  running  forward 
to  meet  new  partners. 

REPEAT  AS  DESIRED. 


220 


PHYSICAL   EDUCATION   COMPLETE 


THE  CRESTED  HEN. 


l'-4rL;|r^[;|f^c;|;j  ,■  ir  l; 


^P^^ 


^ 


i 


i 


m 


i 


i 


f'-'f  frlJ^^  ill'   f  f  |J-J  I  ir  t!\rjrJ\li'-iU  3 


'  *  J  r 


r'j  Jl'l 


^ 


^ 


m 


'"cDvrieht,   1?15,   hy    Lavii  ia    H.    Kauil. 
( i^esciiption   and   arranpement.) 


FOR   SCHOOLS   AND    PLAYGROUNDS  221 


THE  CRESTED  HEN. 

(An  excellent  dance   for  boys.) 
Formation. 

Group,s  of  three,  one  boy,  who  is  the  leader,  and  two  girls,  the  leader 
being  number  1,  the  girl  on  the  left  of  the  boy  number  2  and  the  one  on  his 
right,  number  3.  The  dancers  in  each  group  join  hands  and  face  the  center. 
(The  step  used  all  through  the  dance  is  the  "Step-hop" — step  forward  with 
the  left  foot  to  the  count  1,  hop  on  the  left  and  at  the  same  time  extend  the 
right  foot  well  to  the  rear,  knee  kept  straight,  count  2.     Same  to  the  right.) 

Movements. 

Measures  1-8 — All  begin  with  the  left  foot,  face  toward  the  left  and  with 
eight   "step-hops"   dance   around   in  a   circle. 

Repeat  measures  1-8,  all  beginning  with  the  right  foot,  dance  back  to 
place. 

Measures  9-10 — The  girls,  or  numbers  2  and  3,  release  hands,  free  hands 
placed  on  own  hips,  and  all  continuing  the  step,  dance  as  follows :  The 
girl  on  the  right  of  the  boy,  or  number  3,  dances  through  the  arch  formed 
by  the  raised,  joined  hands  of  the  boy  and  other  girl,  or  numbers  1  and  2. 

Measures  11-12 — The  boy,  or  number  1,  follows  her  through  the  same  arch. 

Measures  13-14 — The  girl  on  the  left  of  the  boy,  or  number  2,  dances  through 
the  arch  formed  by  the  other  two  dancers. 

Measures  15-16 — The  boy,  or  number  1,  follows  as  before. 

IMeasures  9-16 — Repeated. 

REPEAT  AS  DESIRED. 


222 


PHYSICAL  EDUCATION  COMPLETE 


^ 


BOUNDING  HEART. 
(SJalaskuttan.) 


^  I'  I  ^'-M:cf  U  I  p       f       p 


m 


^^rr 


^ 


^ 


rj^rii^^rippPi^j 


i 


^ 


>!'-"  U  n  Ij 


I 


f^ 


i 


fi^^ 


#_  » 


Il::^j^ 


/e 


11 


13 


m 


-^ W 


5  *  *^      "^ 


i 


b      pfl^ 


u 


pm 


i 


»       r 


TT 


n  .rrn  1/ 


^ 


ur 


17 


^ 


]    ^ — '     IJ     I*     r  ^^ 


From    "Folk    Dances    and    Games,"    by    Caroline    Crawford.     (By    permission.) 


FOR  SCHOOLS  AND   PLAYGROUNDS 


223 


BOUNDING  HEART. 

(Sjalaskuttan.) 
Formation. 

Children  form  in  two  lines,  partners  facing,  hands  on  hips.  Partners 
dance  around  the  room,  retaining  the  double  line  formation. 

(The  step  used  throughout  the  dance  is  the  Mazourka  and  is  as  follows : 
Slide  with  the  right  foot,  hop  on  the  left,  displacing  the  right  foot  at  the  same 
time  the  right  is  extended,  then  bend  the  right  knee.    Same  to  the  left.) 

Movements. 

Measures  1-3 — The  boy  begins  with  the  left,  the  girl  the  right  foot,  take 
three   Mazourka  steps    (one  measure  each). 

Measure  4 — On  the  last  hop  of  measure  3,  a  half  turn  is  made  so  that  partners 
are  now  in  the  position  of  back  to  back.  (The  boy  places  his  left  foot 
on  the  floor  first  and  the  girl  her  right  as  the  turn  is  made.)  Both  stamp 
vigorously  on  these  two  counts. 

Measures  5-7 — Repeat  the  Mazourka,  the  boy  beginning  with  the  right  and 
the  girl  the  left  foot. 

Measure  8 — On  the  last  hop  of  measure  7,  a  half  turn  is  made  so  that 
partners  now  face  each  other.     Stamp  twice  as  in  measure  4. 

Measure  9 — One  Mazourka  step. 

Measure  10 — Half  turn  is  made  so  partners  are  back  to  back. 

Measure  11 — One  Mazourka  step. 

Measure  12 — Half  turn  is  made  so  partners  are  face  to  face. 

Measures   13-16 — Four  Mazourka  steps. 

Measure  17 — Each  dancer  makes  a  complete  turn,  finishing  the  dance  in  the 
original  starting  position. 

REPEAT  AS  DESIRED. 

(Description    by    Lavinia    H.    Kaull) 


z 

I- 


U 
Q 


< 

z 

Ul 

a. 
O 

I 

o 

I 

>■ 
a: 
o 

H 

u 

X 


FOR   SCHOOLS  AND   PLAYGROUNDS  225 

CHAPTER  VII 


Story  Telling  and  Story  Lists  for  Elementary  Schools 


STORY  TELLING. 

Play  being  the  inherent  right  of  every  being,  it  must  follow  that  the 
story,  which  is  the  play  of  the  mind,  is  one  of  the  most  potent  factors  in  the 
child's  education.  If  education  is  to  deal  with  the  instinctive  desires  in  the 
child  it  must  give  story  telling  a  prominent  place  for  the  delight  of  every 
child  to  hear  a  recital  of  the  real  or  unreal  has  revealed  itself  since  history 
began. 

The  very  first  requisite  for  good  story  telling  is  the  knowledge  on  the 
part  of  the  teacher,  of  the  history  of  the  early  peoples,  particularly  in  rela- 
tion to  their  writings.  Such  a  student  of  the  story  will  be  able  to  trace  in 
the  standard  stories  of  the  century  those  elements  and  qualities  which  were 
the  frameworks  of  the  stories  of  ancient  peoples. 

Some  of  our  good  stories,  untouched  and  unspoiled,  have  been  passed 
down,  while  others  garbed  in  the  cloaks  of  sentiment  and  conventions,  have 
lost  their  strength  as  well  as  power  to  interest  and  educate. 

Education  in  the  ART  of  story  telling  should  follow,  not  precede  the 
history  of  story  telling,  for  without  a  clear  insight  into  history  there  can  be 
no  true  appreciation  of  the  merits  of  a  story  or  its  mission,  and  the  story 
teller,  without  a  love  of  it,  will  never  acquire  the  art  by  superficial  means. 
A  teacher's  deep  appreciation  of  the  value  of  her  story  will  exhibit  itself  as 
she  proceeds  in  her  narrative  and  no  acquired  means  of  holding  the  child 
can  compare  with  the  power  which  this  true  feeling  will  give.  The  want  to 
impart  a  story  will  follow  one's  knowledge  of  its  history,  meaning  and  worth 
— the  art  will  follow  this  want  and  the  practice  is  the  greatest  teacher  of 
the  art. 

Some  of  the  reasons  advanced  for  story  telling  are  concisely  stated  as 
follows : 

1.  The  inherent  want  of  the  story  in  the  child,  which  gratified  brings 

happiness  and  interest. 

2.  Education  through  play. 

3.  The  most  interesting  method  of  introducing  the  child  to  the  worlds 

of  facts  and  fancy. 
Results  obtained  through  the  practice  of  story  telling  are: 

1.  The  development  of  the  imagination. 

(The  brain   develops  through   its   travels   in  worlds   of   facts  and 
fancy.) 

2.  The  creation  of  lofty  desires. 

(The  listener  is  inspired  to  imitate  the  deeds  of  great  heroes.) 

3.  A  knowledge  that  reward  to  the  good  and  punishment  to  the  evil 

is  inevitable. 

4.  The  training  of  judgment. 


226  PHYSICAL   EDUCATION   COMPLETE 

(In  the  study  of  history  and  reading  of  historic  novels,  the  child 
becomes  a  critic  by  making  comparisons  and  weighing  merits.) 
5.     Training  of  the  ear  for  language. 

(Experienced  story  tellers  have,  through  repetition  of  stories, 
developed  in  a  child  a  love  of  correct,  as  well  as  a  recognition 
of  beauty  in  language.) 

THE  SELECTION  AND  ESSENTIAL  CHARACTERISTICS  OF  THE 

STORY. 

By  the  wise  selection  of  stories,  many  indifferent,  "wooden,"  childish 
natures  have  been  charged  with  enthusiasm  and  expression,  and  have  been 
permanently  drawn  from  the  commonplace,  dry  and  sordid  shells  that  have 
hitherto  surrounded  their  little  natures. 

1.  The  selection  of  the  story  requires  careful  thought,  good  taste  and  an 
abundance  of  tact,  which  has  been  well  defined  as  "knowing  when,  where 
and  how  to  touch  another  nature." 

2.  It  must  command  the  attention  and  arouse  the  interest  and  curiosity 
of  one's  audience  from  the  very  beginning. 

3.  It  must  be  full  of  life  and  must  deal  with  the  ACTIONS  of  real  or 
imaginary  beings. 

4.  The  story  must  have  a  point  and  the  story-teller  must  never  fail  to 
make  that  point  clear. 

5.  The  climax  of  the  story  must  not  be  reached  by  a  sudden  leap  or 
bound.  It  should  be  approached  gradually,  step  by  step,  and  the  descent 
made  just  as  gracefully. 

6.  If  the  story  is  selected  for  the  purpose  of  teaching  a  lesson,  the  teller 
must  use  care  to  make  that  lesson  clear,  though  it  should  never  be  made  so 
evident  as  to  approach  the  sermon.  (Children  have  no  reverence  for  the 
moralist.  They  do  not  dislike  a  story  with  a  moral  to  it,  but  they  do  object 
decidedly  to  having  that  moral  emphasized.) 

7.  Every  story  should  appeal  to  the  child's  imagination,  but  there 
should  always  be  something  left  for  that  imagination  to  work  out  for  itself. 
Leave  some  of  the  details  to  the  imagination  of  the  children,  that  they  may 
have  the  opportunity  to  give  free  play  to  that  power,  and  note  the  pleasure 
they  derive  from  it. 

8.  Do  not  attempt  to  analyze  the  lesson  or  point  of  the  story.  The 
child's  ability  to  discover  this  for  himself  is  the  crucial  test  of  your  ability 
as  a  story  teller. 

9.  Isabel  Lawrence  says :  "Test  the  literature  selected,  and  if  ninety- 
five  per  cent  of  the  sentences  can  be  acted  out  or  represented  by  striking 
pictures,  it  is  safe.  Sentences  which  explain  and  comment  are  a  dreary 
waste." 

PRESENTATION  OF  THE  STORY. 

1.  Know  the  story  "by  heart."  The  unprepared  teacher  often  reads  the 
storv,  which  act  detracts  from  the  interest.     Have  your  eyes  free  that  you 


FOR  SCHOOLS  AND   PLAYGROUNDS  227 

may  look  squarely  into  the  eyes  of  your  listeners  and  your  hands  free  that 
you  may  use  them  for  the  OCCASIONAL  GESTURE,  which  may  add  force 
to  the  telling.  The  reading  of  a  story  now  and  then  has  its  merits,  but  story 
telling  has  undoubtedly  first  place  in  accomplishing  the  best  results. 

2.  You  must  thoroughly  appreciate,  feel  and  enjoy  the  story  to  make 
it  a  success. 

3.  Choose  language  that  is  simple  and  then  tell  the  story  with  direct- 
ness and  enthusiasm.  Be  perfectly  free  and  easy  in  your  manner  before  an 
audience,  avoiding  always  affectation  of  any  kind,  posing  or  an  overly- 
dramatic  attitude.  Do  nothing  to  make  yourself  appear  awkward  or  foolish. 
JMever  let  enthusiasm  for  the  story  or  the  children  drift  into  the  excitable 
style. 

4.  Refrain  from  drawing  a  story  out  to  a  great  length.  Rather  make  it 
short  and  to  the  point,  leaving  your  audience  filled  with  a  desire  to  hear  more. 

5.  Learn  to  listen  to  your  own  voice  as  you  speak,  never  allowing  your- 
self to  use  loud  or  shrill  tones.  The  ordinary  speaking  voice  is  all  that  is 
necessary,  but  it  should  be  full  of  life.  Nothing  defeats  the  success  of  a 
story  so  much  as  a  "dead,  hollow  voice." 

6.  If  you  are  troubled  with  embarrassment  before  your  audience,  train 
yourself  to  hide  that  afiEliction.  Make  yourself  enter  into  the  story  with  zest 
and  sincere  feeling.     Be  a  child  with  the  children. 

7.  Choose  always  direct  discourse.  Do  not  say,  for  instance,  "The  wolf 
said  he  would  huff  and  puff  and  blow  the  little  pig's  house  in,"  but  quote  the 
wolf's  own  words,  as  "And  the  wolf  said  'I'll  huff  and  I'll  puff  and  I'll  blow 
your  house  in.' " 

8.  Tell  the  same  story  as  often  as  the  children  express  a  desire  to  hear 
it,  and,  no  matter  how  often  that  is,  do  not  allow  your  interest  and  enthusiasm 
in  the  story  to  drag. 

Bibliography  For  Teachers  of  Elementary  Schools. 

Childhood    of    the    World , E.    Clodd 

Childhood    of    Religion E.    Clodd 

Myths    and    Myth  makers Fiske 

Chips   from  a  German  Workshop,  Vol.  II Max   Mueller 

Introduction    to    "Popular    Tales    of    the    Norse" Dasent 

Origin    of    Art    Hirn 

Stories    and    Story    Telling    St.    John 

FIRST  GRADE 

How  to  Tell  Stories  to  Children   (Houghton   Mifflin   Co.) _.Bryant 

Raggylug  Why     the     Evergreen     Trees     Keep 

Why    the    Morning   Glory    Climbs  Their    Leaves    in   Winter 

Stories  to  Tell  to  Children   (Houghton   Mifflin  Co.) „...Bryant 

Little    Half    Chick  Little    Jack    Rollaround 

The   Little   Red   Hen  The   Gingerbread   Man 
The    Three    Bears 


228  PHYSICAL   EDUCATIOX   COMPLETE 

Mother    Stories    (Milton-Bradley    Co.) Maud    Lindsay 

The  Wind's  Work  The  Little  Traveler 

Mrs.    Tabby    Gray  The  Journey 

Fleet  Wing  and  Sweet  Voice  Dust   Under   the    Rug 

The    Little    Gray    Pony  The   Story   of   Gretchen    (Xmas) 

More    Mother   Stories    (Milton-Bradley   Co.) Maud    Lindsay 

Wishing   Wishes  The   White  Dove 

The   Turkey's   Nest 

"Tell  It  Again"   Stories   (Ginn   &  Co.) Dillingham  and   Emerson 

The  Story  of  the  Four  Pies  A   Christmas    Legend 

Gretchen  and  the   Magic  Fiddle  A    Kitten    That    Wanted    to     Be    a 

A  Hallowe'en  Story  Christmas    Present 

Santa    Claus    Helpers  Elaine's   Valentine 

The    Child's    World    (Milton-Bradley    Co.) _ Poulsson 

The   Lost   Chicken  The    Thrifty    Squirrels 

The   Story   of   Speckle  How  Patty  Gave  Thanks 

The  First  Book  of  Stories  for  the   Story  Teller   (Houghton   Mifflin  Co.)   Coe 

Jack    and    the    Beanstalk  The  Fox  and  the  Grapes 

Cinderella  The   Lion  and   the   Mouse 

Little  Red  Riding  Hood  The  Dog  and  His  Image 

Jack,  the   Giant  Killer  The   Crow   and  the   Pitcher 

Hop  o'  My  Thumb  The   Boy   and  the   Wolf 

In   Story  Land   (Sigma   Co.)    Harrison 

The    Discontented    Mill   Window  How   Cedric   Became   a   Knight 

Hans   and  the  Four  Giants  A   Line   of   Golden   Light 

The   Story   Hour    (Houghton    Mifflin   Co.)    Wiggins 

Little   General  Washington  The    Oriole's    Nest 

Great  General  Washington  The  Story  of  Aqua 

English  Fairy  Tales   (Putnam  Sons)   Jacobs 

The  Story  of  the  Three  Little  Pigs  The  Old  Woman  and  Her  Pig 

The  Three   Bears 

Grimm's  Fairy  Tales   (Young)  J.  L.  and  W.  K.  Grimm 

The    Shoemaker   and   Elves  Snow  WTiite  and  Rose  Red 

The    Cat   and    the    Mouse  Three    Brothers 

The    Star   Dollars  The  Wolf  and  the  Seven  Little  Kids 

Thumbling 
Half   a   Hundred   Stories   (Milton-Bradley   Co.) 

A  Thanksgiving  at  Hollywood  Grandmother's   Thanksgiving 

Just  So  Stories   (Doubleday,  Page  &  Co)  Kipling 

How  the  Rhinoceros  Got  His  Skin                        Elephant    Child 
Red  Letter  Days  (The  Morse  Co.)  Hall  &  Lennox 

Flag   Day  Story  of  the   Easter  Lily 

Fourth    of  July 
True  Fairy  Tales  (American  Book  Co.)  _ Bakewell 

The    Swan's    Song                                                    How  the  Storks  Came  and  Went 
The  Dumpv  Books   for  Children   (Grant  &  Richards,  London.)   

Little  Black  Sambo  Little  Yellow  Wang  Lo 

The   Pink  Knight 
Morning  Talks    (Ginn    &   Co.)    .Wiltse 

The  Three   Bears 

Mother   Goose's   Melodies    (Houghton    Mifflin   Co.)    Wheeler 

Boston  Collection  of  Kindergarten   Stories  Hammett 

The  Lame  Squirrel's  Thanksgiving  (Milton-Bradley  Co.)  C.  S.  Bailey 


FOR   SCHOOLS   AND    PLAYGROUNDS  229 

Popular  Tales   from  the  Norse   (Routledge   &   Sons,  London),   (E.   P.   Dutton   & 

Co.,  N.  Y.)    Dasent 

The  Three   Billy   Goats   Gruff 

In   the  Animal   World    (Silver,   Burdett    Co.)    Serl 

Tale  of  Peter  Rabbit  (Warne)  Potter 

The  Story  of  Little  Black  Sambo  (Stokes)  Alexander 

The  Eugene  Field  Book  (Scribner)  Eugene  Field 

The  Sugar  Plum  Tree 

The   Story  Teller's   Book  O'Grady   and   Throop 

Chicken   Licken  The    Street    Musicians 

Johnny  and  the  Three  Goats  The   Discontented  Tree 

Titty   Mouse  and  Tatty   Mouse  The   Night   Before   Christmas 

A  Kindergarten  Story  Book  (Milton-Bradley  Co.)  Hoxie 

Billy   Bobtail  The  Wee,  Wee  Woman 

SECOND  GRADE 

How  to  Tell  Stories  to  Children  (Houghton  Mifflin  Co.)  Bryant 

The   Golden   Cobweb  The  Fire   Bringer 

The  Cat  and  the  Parrot  Little  Tavwots 

The    Star    Dollars                                                         Pied   Piper   of   Hamlin   Town 
Stories  to  Tell  to  Children  (Houghton  Mifflin  Co.)   Bryant 

The  Larks  in  the  Cornfield  The    Country    Mouse    and    the    City 

The  Little  Jackal  and  the  Alligator  Mouse 

The  Jackals  and  the  Lion  The    Frog   King 

Adventures  of  the  Field  Mouse  The    Boy  Who    Cried   "Wolf" 

The    Blackberry    Bush 
Fifty  Famous   Stories   Retold   (American   Book   Co.)   Baldwin 

.Androclus    and    the    Lion                                           Sir   Phillip   Sidney 
English  Fairy  Tales   (Putnam  Sons)   Jacobs 

Tom  Thumb  Beauty  and  the   Beast 

Jack   the   Giant   Killer  Sleeping    Beauty 

Jack  and  the   Beanstalk  Puss-in-Boots 

Little     Red     Riding    Hood  Babes-in-the-Woods 

Cinderella 
Mother  Stories   (Milton-Bradley  Co.)   Maud   Lindsay 

The   Search   for  a   Good   Child  The   Closing  Door 

The  Little  Girl  With  the  Light 
Fables  and  Folk   Stories    (Houghton   Mifflin   Co.) Scudder 

The  Traveling  Musicians  Little      Oi.e     Eye,     Two     Eyes     and 

Diamonds    and   Toads                                                     Three  Eyes 
Fables   from  Afar    (Newson   Co.)   Bryce 

The   Travellers    and    the    Bear  The  Old  Woman  and  the   Crowbar 

The    Parrot  The  Elves  and  the  Envious  Man 

The  Raven 
That's  Wh}'  Stories   (Newson   Co.)   Bryce 

The   Elf's  Flower  W'hy   the    Cat   Washes    After    Eating 

The    Four    Leaf    Clover  Why  the  Turtles   Stay  near  the 

The   Golden    Rod                                                              Water 
Mischief's  Thanksgiving  and  Other  Stories  (Little,  Brown  &  Co.)  Coolidge 

How   the   Umbrella   Ran   .\way   With                  Little  Roger's  Night  in  the  Church 
Ellie 
Thumbelina  (Crowell)   (Houghton  Mifflin  Co.)  Hans  Christian  Anderson 

The    Story   of   the    Two   Cakes   That  Five   Peas  in  a  Pod 

Loved  Each  Other  Little  Tiny 

The  Lark  and  the  Daisy 


230  PHYSICAL   EDUCATION   COMPLETE 

Just  So  Stories  (Doubleday,  Page  &  Co.)  _ Kipling 

How   tlie    Camel    Got    His    Hump                          The   Cat  That  Walked   by   Himself 
Nature    Myths    (A.   Flanagan    &   Co.)    Cook 

How  the  Robin's  Breast  Became  Red  An   Indian  Story  of  the   Mole 

How   the   Chipmunk  Got   His   Stripes                  Golden    Rod   and   Aster 
Among  the  Farm  Yard  People  (E.  P.  Dutton  &  Co.)  _ Pierson 

The   Story  That   the   Swallow   Didn't  The  Wonderful   Shiny   Egg 

Tell  The  Bay  Colt  Learns  to  Mind 

The  Lamb  With  the  Longest  Tail 
Grimm's  Fairy  Tales  (Young)  J.  L.  and  W.  K.  Grimm 

The  Four  Musicians 

The  Story  of  a  Cat  Aldrich 

The  Brownies,  Their  Book  (The  Century  Pub.  Co.)   Cox 

Fairy    Book    (Putnam)    Cruikshank 

Old  Wonder  Stories  (D.  C.  Heath  &  Co.)  O'Shea 

Careless  Jane   (E.  P.  Dutton  &  Co.)  Pyle 

The   Children's  Book   (Houghton   Mifflin   Co.)   Scudder 

Eskimo  Stories  (Rand,  McNally  Co.)  Smith 

Children's  Garden  of  Verse   (Rand,   McNally  Co.)   Stevenson 

Why  the  Chimes   Rang  (Bobbs-Merrill   Co.)   Alden 

More   Mother   Stories   (Milton-Bradley   Co.)   Lindsay 

The  White   Dove 

THIRD  GRADE 

Stories  to  Tell  to  Children  (Houghton  Mifflin  Co.)  Bryant 

Who   Killed   the    Otter's    Babies  The   Burning  of  the   Rice  Fields 

The    Rat    Princess  The  Jackal  and  the   Camel 

Little   Daylight  The  Tailor  and   tlie  Three   Beasts 

The   Talkative   Tortoise 

The  Apple  Tree  Mother  (Brooks'  Third  Reader) Anderson 

The   Bird's   Education   (Brooks'  Third   Reader)   Miller 

The  Diamond  Dipper  (Brooks'  Third  Reader)   Old  Legend 

A  Sun  Flower   Story  (Brooks'  Third  Reader)   Greek   Myth 

The  Necklace  of  Truth  (Brooks'  Third  Reader)  Old  Fairy  Tale 

Saint   Valentine   (Brooks  Third  Reader) Old  Fairy  Tale 

William's   Choice   Literature   Book  Two   (American  Book   Co.) 

The    Silver    Shilling  The   Hardy   Tin    Soldier 

Snow-white    and    Rose-red  The    Nightingale 

Beauty  and  the   Beast 

Nature   Myths   (Houghton  Mifflin  Co.)  Holbrook 

Why  the  Peacock's  Tail  Has  a  Hun-  Why  the  Fox  Has  a  White  Tip 

dred    Eyes  The   Stories  of  the   First   Moles 

Why  the  Bear  Has  a  Short  Tail  The    Lantern   and   the   Fan 

Fables  and  Folk  Stories  (Houghton  Mifflin  Co.)  Scudder 

The  Four  Bulls  and  the  Lion  The   Dog  in   the   Manger 

The  Stag  at  the  Stake  The   Goose  and   the   Golden   Eggs 

The  Wolf  and  the   Lamb  The  Fox  That  Lost  His  Tail 

The  Wolves  and  the  Sheep 

Fifty  Famous  Stories  Retold   (American  Book  Co.)   Baldwin 

Romulus  and  Remus  Sir  Walter  Raleigh 

Androclus  and   the  Lion  Bruce   and   the    Spider 

Grace    Darling 

True  Bird  Stories   (Houghton   Mifflin  Co.)   Miller 

How  the  Crow  Baby  Was  Punished  How  the  Dog  Interfered 

Doctor   Dot  My   First   Bird 


FOR  SCHOOLS  AND   PLAYGROUNDS  231 

In   Story  Land   (Sigma   Co.)   Harrison 

The  Story  of  Decoration  Day                              Christopher   Columbus 
English  Fairy  Tales  (Putnam  Sons)   Jacobs 

Jack  and  the  Golden  Snuff  Box  Mr.  Vinegar 

Cap  o'  Rushes 
Prose  and  Verse  for  Children  (American  Book  Co.)  Pyle 

How   the  Little  Kite  Learned  to  Fly 
Stories  for  Children   (American   Book   Co.)   Lane 

The  Goose  That  Laid  the  Golden  Egg 
Stories  from  Art,  Literature,  Vols.  II  and   III   (Arnold   Metzner   Co.) 
A  Second  Fairy  Reader  (American  Book  Co.)  Baldwin 

Another  Fairy  Reader 

King  of  the  Golden  River  (Crowell)  Ruskin 

Selections  from  Alice  in  Wonderland  (Rand,  McNally  Co.)  Carroll 

The  Story  of  Hiawatha  (Educational  Pub.  Co.)  Norris 

Chinese  Fairy  Tales  (Crowell)  Pitman 

Japanese  Fairy  Tales  (Rand,  McNally  Co.)  Williston 

Myths  of  the  Red  Children  (Ginn  &  Co.)  Wilson 

Crib  and  Fly  (D.  C.  Heath  &  Co.)  Dole 

Wild  Animals  I  Have  Known  (Scribner)  Thompson 

The  Story  of  Tito 

Fairy  Tales  from  Far  Japan  (Revell)  Ballard 

Just   So  Stories   (Doubleday,  Page   Co.)   Kipling 

Fairy  Tales   from  Afar    (Wessels)   Grundtvig 

Fulfilled,    a   Legend   of   Christmas 
Rab  and  His  Frieds  (Rand,  McNally  Co.)  Brown 

The  Story  of  Wiley 

"Tell  It  Again"  Stories  (Ginn  &  Co.)  _ Dillingham  and  Emerson 

Peter  and  Polly   (American   Book  Co.)   Lucia 

Legends  of  the  Springtime  (Educational  Pub.  Co.)  Hoyt 

Mewanee,  the  Little  Indian  Boy  (Ginn  &  Co.)  Wiley 

Through  the  Looking  Glass  (Macmillan  Co.)  Carroll 

.•\dventures  of  a  Brownie  (Harper  Co.)  Craik 

Household  Stories   (Macmillan  Co.)   Grimm 

Cat  Stories  (Little,  Brown  &  Co.)  Jackson 

Nonsense  Songs  (Warne)  Lear 

Pinochio  (Ginn  &  Co.)  Lorenzini 

Children  of  the  .Arctic  (Stokes)  Peary 

Fairy  Gold  (E.  P.  Dutton  &  Co.)  Rhys 

Gulliver's  Travels  Retold  (.American  Book  Co.)  Baldwin 

Posey  Ring  (McClure)  Wiggins 

The  Fir  Tree.     Williams'  Choice  Literature.     Book  I. 

A  Child's  Story  Garden  (Scott  &  Miller)  _ Heber 

A    Christmas    Story  The  Song  of  the  Pine  Tree 

The  First  Christmas                                                    The  An.xious  Leaf 
Knight  and  Barbara  (D.  Appleton  &  Co.)  Jordan 

The  Boy  That  Whacked  the  Witched  Why  the  Parrot  Was  So  Strong 

Toadstools 

Robinson  Crusoe  for  Children  (."Xmerican  Book  Co.)  Baldwin 

Why  the  Chimes  Rang  (Bobbs-Merrill  Co.)  jMden 


232  PHYSICAL   EDUCATION   COMPLETE 

FOURTH  GRADE 

American   Book  of  Golden   Deeds   (American   Book  Co.)   Baldwin 

Are  Vou  There,  My  Lad?  Hero  of  Valley  Forge 

The  Bootblack  from  Ann  Street  A  Quick-Witted  Mountain  Girl 

A  Modest  Lad  Partners 

The    Race  With   the    Flood 
Fifty  Famous   Stories   Retold   (American   Book  Co.)   Baldwin 

The   Brave   Three   Hundred  Dick  Whittington  and  His  Cat 

Grace    Darling  Story  of  William  Tell 

King  Alfred  and  the   Beggar  King  Alfred  and  the  Cakes 

The  Cat's  Christmas  (Brooks'  Fourth  Reader)  Coolidge 

The  Five  Peas  (Brooks'  Fourth   Reader)  Anderson 

How  Cedric  Became  a  Knight   (Brooks'  Fourth   Reader)   Harrison 

The  Story  of  Narcissus   (Brooks'  Fourth   Reader)   Greek   Myth 

The  Golden  Touch   (Brooks'  Fourth   Reader)   Hawthorne 

When  the  King  Came   (Houghton   Mifflin  Co.)   Hodges 

The    Good    Samaritan                                                 The   Ricli    Man   and   the   Beggar 
Old  Stories  of  the  East  (American  Book  Co.)   Baldwin 

The   Great    Chief  The    Sling 

The  Master  of  the  Land  of  the  Nile 
Ethics  for  Children   (Houghton  Mifflin  Co.)   Cabot 

The   Two   Travelers  The    Sympathy   of   .■\braham    Lincoln 

The  Choice  of  Hercules  A  Soldier's  Pardon 

Grenfell 
How  to  Tell  Stories  to  Children   (Houghton   Mifflin  Co.)  Bryant 

Fulfilled.  Christmas  Legend  The  Little  Hero  of  Harlam 

Why   the   Sea   Is    Salt 
Uncle   Remus — His   Songs   and   His    Sayings    (.-^ppleton's)    Harris 

Mr.  Rabbit  Grossly  Deceives  Mr.  Fo.x  Old   Mr.    Rabbit,   He's    a   Good   Fish- 

Mr.  Fox  Is   Again   Victimized  erman 

Mr.    Fox    Goes    A-Hunting,    But    Mr.                  Mr.  Rab))it  Finds  His  Match  at  Last 
Rabbit   Bags   the   Game                                          The    Wonderful   Tar    Baby 
Anderson's    Fairy   Tales    (Ginn    &    Co.)    ..._ Stickney 

The   Ugly   Duckling  The   Little   Fir  Tree 

The   Little  Match   Girl 
Kristy's   Rainy   Day   Picnics    (Houghton    Mifflin    Co.)    Miller 

Christmas   in  a   Baggage   Car                                  Lottie's   Christmas  Tree 
The  Animal  Story  Book  (Longmans,  Green   &  Co.)  Lang 

A  Rat  Tale                                                                      The  War  Horse  of  Alexander 
Cat  Stories — Retold   from  St.  Nicholas    (The   Century   Co.)   

Cat  Nancy's  Folk                                                         How   Cats   Came   to   Purr 
Chinese  Fables  and  Folk  Stories  (.\merican  Book  Co.) Davis  and  Chow  Lcuu'-,' 

The   Proud  Fox  and  the   Crali  The   Melon  and  the   Professor 

The   Children   and  the  Dog  The  Mule  and  the  Lion 

Selected  Stories  from  Old  Mother  West  Wind  (Little,  Brown  &  Co.)  Burgess 

Pinochio  in  Africa   (Ginn   &  Co.)   Lorenzini 

The  Wizard  of  Oz  (Bobbs-Merrill  Co.)  Baum 

Nature  Myths  of  Many  Lands  (American   Book  Co.)  Farmer 

Fairy   Stories   Retold   from   St.   Nicholas    (The   Century   Co.) 

Fantastic  Tales   Stockton 

Old   Pipes   and   the   Dryads 
Arabian  Nights  (Scribner)  .'. Wiggin   &  Smith 

Alladin  and  His  Wonderful  Lamp 


FOR   SCHOOLS   AND    PLAYGROUNDS  233 

Eyes  and  No  Eyes  Andrews 

The   Three   Giants 
The   Basket   Woman   (Houghton    Mifflin    Co.)    Austin 

The   Fire   Bringer 
Grandfather's    Stories    (American    Book    Co.)    Johonnot 

Spot   and  Her   Friends  The   Boy   Who  Took  a   Boarder 

Daddy  Jake,  the  Runaway   (The  Century  Co.)   Harris 

Celtic    Fairy    Tales    (Putnam)    Jacobs 

Light   Princess   and  Other  Fairy  Tales    (Putnam)   Macdonald 

Toby    Tyler    (Harper    Co.)    Otis 

Moni,  the   Goat   Boy    (Ginn    &   Co.) Spyri 

The    Blue   Fairy    Book    (Longmans,    Green    &    Co.)    Lang 

Old    Time     Stories    Retold    Smythe 

Jason    and    the    Harpies 
Lives   and   Stories   Worth    Remembering   Kupfcr 

Miracles  of  St.  Francis 
Fairy  Stories  and  Fables  (American  Book  Co.)   Baldwin 

The  Milkmaid  and  Her   Pail 
Old  Greek  Stories   (American  Book  Co.)  Baldwin 

The  Wonderful  Weaver 

Toto's  Happy  Winter  (Little.  Brown  &  Co.)  Richards 

True   Story   of   Christopher   Columbus    (Lothrop)    Brooks 

The  Wonder  Clock   (Harper)  Pyle 

Stories  of  the  Olden  Times   Johonnot 

Thor's  Visit  to  Jotunheim 
Prose  and  Verse  for  Children  (.American  Book  Co.)  Pyle 

The  Land  Where  the  Lazy  Bird  Flaps 
Told  to  the  Children  Series   (E.  P.  Dutton   &  Co.)   Defoe 

Robinson   Crusoe 

Robinson     Crusoe     (Russell)     Defoe 

Tales  of  the  Red  Children   (.^ppleton)  Brown   &  Bell 

Ethics  for  Children   (Houghton   Mifflin   Co.)   Cabot 

The  Blue  Bird  for  Children  (Silver,  Burdett  Co.)  Maeterlinck 

FIFTH  AND  SIXTH  GRADES 

Anderson's  Fairy  Tales  (Crowcll)  \ndcrsoii 

AUadin  and  Other  Stories   (Longmans,  Green  &  Co.)  Lang 

Adventures  of  a  Brownie  (Crowell)  Craik 

A  Wonder  Book  (Houghton   Mifflin  Co.)  Hawthorne 

Arabian   Nights    (Ginn    &   Co.)    Hale 

American  Book  of  Golden  Deeds   (.American   Book  Co.)  Baldwin 

American  Hero  Stories  (Houghton  Mifflin  Co.)  Tappan 

Among  the  Pond  People  (E.  P.  Dutton  Co.)  Pierson 

Among  the   Meadow   People    (E.   P.  Dutton   Co.)   Pierson 

Among  the   Farmyard   People    (E.   P.   Dutton    Co.)    Pierson 

.\niong  the  Forest  People  (E.  P.  Dutton  Co.)  Pierson 

Among  the  Night  People  (E.  P.  Dutton  Co.)  Pierson 

Book  of  Fairy  Tales  (Dodd,  Mead  Co.)  Gould 

Celtic  Fairy  Tales   (Putnam)   - Jacobs 

Colonial  Stories  Retold  from  St.  Nicholas  (Century  Co.)  _ 

English    Fairy    Tales    (Putnam)    Jacobs 

Editha's    Burglar    (Estes)    Burnett 

Fairy  Tales  Every  Child  Should  Know  (Doubleday,  Page  &  Co.)  Mabic 

Five  Little  Peppers  and  How  They  Grew  (Lothrop)  Sidney 


234  PHYSICAL   EDUCATION   COMPLETE 

Father  Junipero  and  the  Mission  Indians  (Little,  Brown  &  Co.)  Jackson 

Farmer  Brown  and  the  Birds  (L.  C.  Page  Cosy  Corner  Series)  Fox 

Grimm's  Fairy  Tales  (Young)  Grimm,  L.  J.  and  W.  K. 

Greek  Heroes   (Ginn   &  Co.)   Kingsley 

Heidi    (Crowell)    Spyri 

Hiawatha    (Houghton    MiffHn    Co.)    Longfellow 

In  the  Days  of  the  Giants   (Houghton   Mifflin  Co.)   Brown 

Juan  and  Juanita  (Houghton  Mifflin  Co.)  Baylor 

Japanese  Folk  and  Fairy  Tales  (American  Book  Co.)  Roulet 

Jack,  the  Fire  Dog  (Little,  Brown  &  Co.)  Wesselhoeft 

Kim   (Doubleday,   Page   &   Co.) Kipling 

Mr.  Rabbit  at  Home   (Houghton   Mifflin   Co.)   Harris 

Nights  with  Uncle  Remus  (Houghton  Mifflin  Co.)  Harris 

Old  Stories  of  the  East  (American   Book  Co.)  Baldwin 

Out-Door    Land     (Harper)     Chambers 

Orchard-Land     (Harper)     Chambers 

Queen  Zixi  of  Ix,  or  The  Story  of  the  Magic  Cloak  (Century)  _ Baum 

Rebecca  of  Sunnybrook  Farm  (Houghton  Mifflin  Co.)  Wiggins 

Robinson   Crusoe   (Russell)    Defoe 

Red   Cap  Tales   (Macmillan)   Crockett 

Rab  and  His  Friends  (L.  C.  Page,  The  Golden  Rod  Library)  Brown 

St.   Nicholas   Christmas   Book    (Century)    

Smoky  Days — Indian  Stories  Retold   (Little,  Brown  &  Co.)  ;. Eastman 

Stories  of  Brave  Dogs  Retold  from  St.  Nicholas   (Longmans,  Green   &  Co.) Lang 

Southern   Stories   Retold   from  St.   Nicholas    (Century   Co.)    

Story-Telling— What  to  Tell  and  How  to  Tell  it  (McClurg  &  Co.)  Lyman 

Told   by   Uncle    Remus    (McClure)    Harris 

The  Tar  Baby  and  Other  Rhymes  of  Uncle  Remus  (Appleton)   Harris 

The  Book  of  Folk  Stories  (Houghton  Mifflin  Co.)  Scudder 

The  Little  Lame  Prince  (L.  C.  Page  Cosy  Corner  Series)  Craik 

The  Light  Princess  and  Other  Fairy  Tales  (Putnam)  MacDonald 

The  King  of  the  Golden  River   (Crowell)   Ruskin 

The  Story  of  Roland   (Houghton   Mifflin   Co.)   Baldwin 

The  Children's  Book  (Houghton  Mifflin  Co.)  Scudder 

The  Story  of  a  Short  Life  (Rand  McNally  &  Co.)  Ewing 

The  Bird's  Christmas  Carol  (Houghton  Mifflin  Co.)  Wiggins 

The   Ruggle's   Christmas   Dinner 

Toby  Tyler,  or  Ten  Weeks  with  a  Circus   (Harper)   Otis 

The  Widow  O'CoIlaghan's  Boys  (McClurg  &  Co.)  Zollinger 

The  Deer  Slayer  (University  Standard  Lit.  Series)   Cooper 

The   Pilot   (University  Standard   Lit.   Series)    Cooper 

The  Spy  (University  Standard  Lit.  Series)   Cooper 

True  Bear  Stories  (Rand,  McNally  &  Co.)  Miller 

The  Wonder  Book  of  Horses   (Century)   Baldwin 

The  Book  of  Saints  and  Friendly  Beasts  (Houghton  Mifflin  Co.)  Brown 

The  Reform  of  Shann  (Little,  Brown  &  Co.)   French 

The  Biography  of  a  Grizzly  (Century)  Thompson 

The   Posy  Ring  (McClure)   Wiggins  and  Smith 

The   Man  Without  a  Country  (Estes)  Hale 

Treasure  Island  (Rand,  McNally  &  Co.)  Stevenson,  R.  L. 

Tales  from  Shakespeare  (Houghton  Mifflin  &  Co.)  Lamb,  C.  and  M. 

The  Animal  Book  (Longmans,  Green   &  Co.)  Lang 

The  Blue  Bird  for  Children  (Silver,  Burdett  Co.)   Maeterlinck 

Uncle  Remus  and  His  Friends  (Houghton  Mifflin  &  Co.)  Harris 


FOR   SCHOOLS  AND   PLAYGROUNDS  2J5 

Uncle   Remus,  His  Songs  and  Sayings  (Applcton)  Harris 

Wee,  Willie   Winkie   (Caldwell)    Kipling 

Wigwam  Stories  (Ginn  &  Co.)  Judd 

Wings  and  Stings  (Rand,  McNally  &  Co.)  Daulton 

Wild  Animals  I  Have  Known  (Scribner) Thompson 

Young  Lucretia  and  Other  Stories  (Harper)  Wilkins 

SEVENTH  AND  EIGHTH  GRADES 

Animal  Hero  Stories  (Houghton  Mifflin  Co.)  Tappan 

Arabian  Nights   (Scribner)   Wiggins   and    Smith 

Animal   Heroes    (Houghton    Mifflin    Co.)    Seton 

Alice's   Adventures    in   Wonderland    (Macmillan)    Carroll 

A  Wonder  Book  (Houghton   Mifflin  Co.)   Hawthorne 

A  Wonder  Book  for  Boys  and  Girls  (Houghton  Mifflin  Co.)  Hawthorne 

Alcott,   Louisa   M.,   Series    (Lothrop)   Alcott 

A   Child's   History   of   England   (Estes)   Dickens 

A  Child's  History  of  England  (Houghton  Mifflin  Co.)  Dickens 

A  Child's  History  of  England  (E.  P.  Dutton  &  Co.)  Dickens 

Among  the  Pond  People  (E.  P.  Dutton  &  Co.)  Pierson 

Among  the  Meadow  People  (E.  P.  Dutton  &  Co.)  Pierson 

Among  the   Farmyard   People    (E.   P.   Dutton    &   Co.)    Pierson 

Among  the  Forest  People  (E.  P.  Dutton  &  Co.)  Pierson 

Among  the  Night  People  (E.  P.  Dutton  &  Co.)  Pierson 

Alpatok,  An  Esquimo  Dog  (L.  C.  Page  Cosy  Corner  Series)  Saunders 

Black    Beauty    (Crowell)    Sewell 

Celtic  Fairy  Tales   (Putnam)  Jacobs 

Classic   Myths   (Ginn   &  Co.)   Gayley 

Children  of  the   Tenements    (Macmillan)   Riis 

Country  Pastimes  for  Boys   (Longmans,  Green  &  Co.)  Graham 

Captains   Courageous   (Century)   Kipling 

Candle   Lightin'  Time   (Dodd,   Mead  Co.)   Dunbar 

Child    Rhymes    (Bobbs-Merrill   Co.)    Riley 

Emmy  Lou   (McClurg)   Martin 

Grizzly   King   Curwood 

Historic  Girls  (G.  Putnam  Co.)  Brooks 

Heroes  Every  Child  Should  Know  (Doubleday.  Page  &  Co.)  Mabie 

Hiawatha    (Houghton    Mifflin    Co.)    Longfellow 

In  Chimney  Corners  (Doubleday,  Page  &  Co.)  MacManus 

In  the   Days  of  the  Giants   (Houghton   Mifflin   Co.)   Brown 

In  the  Boyhood  of  Lincoln  (Appleton)  Butterworth 

Ivanhoe   (University   Standard   Lit.   Series)    Scott 

Joan  of  Arc  Lowell 

Joan  of  .\rc— Children's  Hero  Series   (E.  P.  Dutton  &  Co.)   Lang 

Jean  Val  Jean   (Ginn  &  Co.)  Wiltse 

Kazan    Curwood 

Kenilworth   (L'niversity  Standard  Lit.  Series)  Scott 

King  .\rthur  and  His  Court   (Ginn   &  Co.)   Green 

Kristy's  Queer  Christmas   (Houghton  Mifflin  Co.)   Miller 

Kellogg's  Series   for  Boys   (Lothrop)   Kellogg 

Little  Baree  Curwood 

Legends   of   Charlemagne    (Crowell— Astor   Series)    Bulfinch 

Leather  Stocking  Tales  (Houghton  Mifflin  Co.)  ^ Cooper 

Lady  Lee  and  Other  Animal  Stories  (McClurg)  Ensign 

More  Celtic  Fairy  Tales   (Putnam  &  Sons)   Jacobs 


236  PHYSICAL   EDUCATION   COMPLETE 

Nights  with  Uncle  Remus  (Houghton  Mifflin  Co.)  Harris 

Old   Hendrick's  Tales   (Longmans,  Green   &  Co.)  Vaughn 

Old  Mammy's  Torment  (L.  C.  Page  Cosy  Corner  Series)  Johnston 

Patty  Fairfield  (Dodd,  Mead  Co.)  Wells 

Princess  and  Princesses   (Longmans,  Green   &  Co.)   Lang 

Robinson    Crusoe    (Russell)    Defoe 

Recollections  of  a  Drummer  Boy  (Houghton  Mifflin  Co.)  Kieffer 

Red   Cap  Tales    (Macmillan)    Crockett 

Squirrels  and  Other  Fur  Bearers  (Houghton  Mifflin  Co.)  Burroughs 

Snow  Shoes  and  Sledges   (Harper)   Munroe 

Stories   for  Boys   (Scribner)   - Davis,   R.  H. 

Stories  of  Robin  Hood  (Crowell)  McSpadden 

Stories    from   Wagner    (Crowell)    McSpadden 

Six  Trees    (Harper)   Wilkins 

Bret  Harte  in  Christmas  Collections  (Moffat-Yard  Co.)  Schauffer 

Santa  Claus  at  Simpson's   Bar 

Story  of  Roland  (American  Book  Co.)  Baldwin 

Story  of  Siegfried  (American  Book  Co.)  Baldwin 

Story  of  the  Greeks  (American  Book  Co.) Guerber 

Story  of  the  Romans  (.American  Book  Co.)  Guerber 

Santa  Claus  on  a  Lark  (Century)  Gladden 

Told  to  the  Children  Series  (E.  P.  Dutton  &  Co.)  Defoe 

The  Snow  Image  and  Other  Twice  Told  Tales  (Houghton  Mifflin  Co.)  Hawthorne 

The  Book  of  Saints  and  Friendly  Beasts  (Houghton  Mifflin  Co.)  Brown 

The   Basket  Woman   (Houghton   Mifflin   Co.)   Austin 

The  Talking  Beasts — Fables  from  India  (Doubleday,  Page  &  Co.)..  Wiggins  and  Smith 

The  Bird's  Christmas  Carol  (Houghton  Mifflin  Co.)  Wiggins 

The   Ruggles'  Christmas   Dinner 

Tales  of  Laughter  (Doubleday,  Page  &  Co.)  Wiggins  and  Smith 

The  Happy  Prince  (Little,  Brown  &  Co.)  Wilde 

The  Jungle  Books   (Century  Co.)   Kipling 

Ben  Hur  (Harper)   _ Wallace 

The   Three  Wise   Men 

The  Tar  Baby  and  Other  Rhymes  of  L'ncle  Remus  (Appleton)  Harris 

The  Children's  Book  (Houghton  Mifflin  Co.)  Scudder 

The   Little  White   Bird   (Scribner)    Barrie 

Through   the   Looking  Glass   (Macmillan)   Carroll 

The    Song  of   Roland    (Houghton    Mifflin    Co.)    Baldwin 

Tom  Brown  at  Rugby  (Houghton  Mifflin  Co.)  Hughes 

The    Widow    O'CoUighan's    Boys    (McClurg)    Zollinger 

The  Deer  Slayer   (Macmillan)   Cooper 

The  Last  of  the  Mohicans   (Macmillan)   Cooper 

The  Magic  Forest  (Macmillan)  White 

Two  Years  Before  the  Mast  (Houghton  Mifflin  Co.)  Dana 

The   Spy   (University   Lit.   Series)    Cooper 

The  Flamingo  Feather  (Harper-Y.  P.  Series)  Munroe 

The  Book  of  Golden  Deeds   (Lothrop)  Yonge 

The  Little  Duke  (Lothrop)  Yonge 

The  Prince  and  the  Page   (Lothrop)       Yonge 

The  True  Story  of  Abraham  Lincoln   (Lothrop)  Brooks 

The  True  Story  of  George  Washington  (Lothrop)  Brooks 

The    Boy    Lincoln    (.Appleton)    Stoddard 

The  Fifteen  Decisive  Battles  of  the  World   (Harper)  - Creasy 

The   Story   of  the   Birds   (Appleton)    - Baskette 


FOR   SCHOOLS   AND    PLAYGROUNDS  237 

The  Spinner  Family  (McClurg)  Patterson 

The  Wonder  Book  of  Horses  (Century)   Baldwin 

The   Bird  Hospital  (Caldwell)   Bascom 

The  Wit  of  the  Wild  (Dodd  Mead  Co.)  Ingersoll 

The    Second   Jungle    Book    (Century)    Kipling 

The  Biography  of  a  Grizzley   (Century)   Thompson 

The   Children's   Book  of  Stars    (Macmillan)   Milton 

The  Insect  World  (Apple ton)  Weed 

The   Story  of  Primitive   Man   (Appleton)   Clodd 

The   Man  Without  a   Country   (Estes)   Hale 

Treasure  Island  (Rand,  WcNally  &  Co.)  Stevenson,  R.  L. 

Tales  from  Shakespeare  (Houghton  Mifflin  &  Co.)  Lamb,  C.  and  M. 

Uncle  Remus  and  His  Friends  (Houghton  Mifflin  Co.)  Harris 

L^ncle  Remus,  His  Songs  and  His  Sayings  (Appleton)  Harris 

Up  and  Down  the  Brooks  (Houghton  Mifflin  Co.) Bamford 

Wee,  Willie  Winkie   (Caldwell)   Kipling 

Wigwam  Stories  (Ginn  &  Co.)  Judd 

Westward,  Ho!   (Macmillan)   Kingsley 

Ways  of  the   Six  Footed   (Ginn  &  Co.)   Comstock 

Wild  Neighbors  (Macmillan)  _..       _  Ingersoll 


CHAPTER  VIII 


An  Elementary  Course  in  First  Aid  for  Grammar  Grades 


FIRST  AID  TO  THE  INJURED 

No  matter  where  we  go  or  what  we  do,  we  are  constantly  Hable  to  meet 
with  accidents,  trivial  or  serious,  and  a  knowledge  of  First  Aid  is  of  such 
value  that  all  should  make  it  a  point  to  accept  instruction  along  this  line 
whenever  the  opportunity  offers. 

Very  frequently  injuries  are  carelessly  handled,  a  bandage,  the  cleanliness 
of  which  is  often  questionable,  applied  and  the  wound  left  to  heal  itself,  if  it 
is  so  inclined.  Fortunately  wounds  cared  for  in  this  way  often  do  heal  them- 
selves and  again  very  serious  complications  arise  because  of  lack  of  proper 
and  intelligent  treatment  at  the  time  of  the  accident,  complications  which 
often  baffle  the  skill  of  medical  men  and  result  fatally. 

First  Aid  is  intended  only  to  replace  the  careless  and  dangerous  methods 
of  treatment  employed  by  the  majority  of  people.  IT  IS  NOT  INTENDED 
TO  TAKE  THE  PLACE  OF  THE  SERVICES  OF  A  PHYSICIAN  and  should 
never  be  so  considered,  but  First  Aid  administered  by  one  schooled  in  the 
work  does  give  temporary  relief  and  prevents  injuries  from  becoming 
serious. 

Today  we  are  wisely  taught  that  to  neglect  a  wound,  no  matter  how. 
trifling  it  may  seem  to  us,  frequently  leads  to  trouble,  whereas  if  we  promptly 
apply  First  Aid  treatment,  such  dangers  are  obviated. 

Where  the  wound  is  serious.  First  Aid  intelligently  applied,  gives  tem- 
porary relief  to  the  injured  part,  relieves  the  sufferer's  mind  of  fears,  lessens 
the  dangers  of  complications,  assists  medical  treatment  that  follows  and 
hastens   the   final   recovery. 

GENERAL  RULES  TO  BE  OBSERVED  IN  CASE  OF  SICKNESS 

OR  ACCIDENT 

1.  A  COOL,  DETERMINED  person  should  take  charge  until  the  arrival 
of  medical  assistance. 

2.  Place  the  patient  in  as  comfortable  a  position  as  possible. 

3.  Make  sufficient  examination  to  learn  the  nature  of  the  sickness  or 
injury,  and  then — ■ 

4.  Telephone,  or  send  for  medical  assistance.  Always  give  the  prefer- 
ence to  the  family  physician  if  it  is  possible  to  do  so.  Give  the  physician 
sufficient  information  concerning  the  case  to  permit  him  to  take  with  him  all 
necessary  supplies  and  instruments.  Much  valuable  time  may  be  saved  in  this 
■way. 


FOR   SCHOOLS   AND    PLAYGROUNDS  239 

5.  The  curious  crowd  should  he  kept  away  from  the  patient.  It  is 
extremely  necessary  that  the  patient  have  plenty  of  fresh  air.  If  the  condi- 
tions are  such  that  the  patient  must  be  where  a  crowd  can  gather,  instruct 
those  nearest  to  form  a  large  circle,  by  grasping  hands  firmly  and  pushing 
back  the  crowd,  thus  leaving  the  patient  and  the  few  necessary  people  in  the 
center. 

6.  Do  not  permit  any  screaming  or  excitement  or,  in  fact,  anything  that 
might  cause  the  patient  alarm.  If  friends  or  relatives  persist  in  acting  in 
such  a  manner,  they  should  be  excluded,  regardless  of  feelings. 

7.  If  it  is  possible  to  secure  immediately  the  services  of  a  physician,  the 
First  Aid  student  need  do  very  little  beyond  making  the  patient  comfortable 
and  keeping  the  crowd  away. 

8.  In  case  of  hemorrhage,  prompt  and  continued  action  is  necessary 
until  the  arrival  of  the  physician.  Control  hemorrhage  by  making  a  direct 
pressure  into  the  wound  with  a  clean  bandage,  absorbent  cotton  or  the  inside 
of  a  handkerchief  that  is  fresh  from  the  laundry.  In  the  more  serious  cases 
of  hemorrhage,  press  on  the  artery  between  the  cut  and  the  heart.  The  pres- 
sure point  must  be  found,  that  is,  a  point  where  the  artery  can  be  pressed 
against  a  bone. 

Bacteria. — Bacteria  are  omnipresent.  Our  hands,  breath  and  clothing  are 
constantly  in  a  state  of  storage  for  them  and  we  should  exercise  the  greatest 
care  in  the  handling  of  open  wounds.  Bacteria  in  a  wound  take  what  they 
need  of  the  blood  for  their  nourishment  and  propagation  and  leave  behind  the 
chemical  changes,  or  wastes.  Germs  produce  poisions  which  cause  abscesses 
under  the  skin  and  enlarge  the  already  present  cavity.  The  pressure  of  bac- 
teria in  a  wound  very  often  causes  fever,  derangement  of  the  brain,  or  delir- 
ium, weak  heart  and  a  general  weak  and  run-down  condition,  all  due  to  the 
chemical  changes  produced  by  germs.  The  brain  centers  and  heart  are  mostly 
affected  and  often  death  follows. 

SOME  THINGS  TO  BE  REMEMBERED 

1.  Antiseptics  that  are  not  well  diluted  destroy  tissue. 

2.  Do  not  touch  the  wound  with  the  hands.  If  you  are  to  take  charge  of 
the  case,  cleanse  your  hands  at  once  by  the  use  of  hot  water,  soap  and  the 
vigorous  use  of  a  nail  brush.  Particular  attention  should  be  given  to  the 
cleansing  of  the  nails.  After  this,  rinse  the  hands  well  in  a  solution  of  car- 
bolic acid  (one  teaspoonful  to  a  quart  of  water.)  Do  not  dry  the  hands  on  a 
towel  or  allow  them  to  come  in  contact  with  anything  except  the  sterile 
material  to  be  used. 

3.  Begin  the  washing  of  wounds  with  a  solution  of  one  level  teaspoonful 
of  salt  in  a  pint  of  water. 

4.  Splash  the  water  onto  the  injury  or  use  a  piece  of  absorbent  cotton, 
allowing  the  water  to  run  ofif  the  cotton  into  the  wound.  Do  not  wash  out 
much. 


240  PHYSICAL   EDUCATION   COMPLETE 

5.  Do  not  allow  the  patient,  or  anyone  else,  to  touch  the  wound. 

6.  Still,  clean  air  is  not  dangerous.  A  wound  exposed  in  the  open  air  is 
less  likely  to  become  infected  than  one  that  is  exposed  in  a  close  and  dusty 
room. 

7.  Do  not  use  adhesive  plaster,  antiphlogistine  or  any  greasy  substance 
on  an  open  wound.    Leave  that  to  the  decision  of  the  physician. 

8.  Where  necessary,  clip  the  hair. 

9.  Remove  foreign  bodies. 

10.  Apply  sterilized  material  until  the  physician  arrives. 

11.  While   a   wound   is   healing   it   should  be   kept   open   and   thoroughly 
cleansed.     Let  it  discharge.     By  so  doing  much  trouble  may  be  saved. 

PRECAUTIONS 

1.  Care  should  be  taken  to  put  a  bandage  on  firmly  and  securely,  but  not 
too  tightly.  A  bandage  should  never  be  so  tight  as  to  interfere  with  the  cir- 
culation, by  cutting  off  the  blood  supply.  Such  a  bandage  left  too  long  may 
cause  mortification  and  eventually  death  of  the  part. 

2.  Leave  the  tips  of  the  fingers  or  toes  uncovered  so  they  may  be  seen. 
If  they  turn  blue  or  the  patient  complains  of  cold  in  the  injured  part,  it  is 
almost  a  sure  sign  that  the  blood  supply  has  been  interfered  with  and  the 
bandage  must  be  loosened  at  once. 

3.  Put  bandages  over  splints,  NEVER  UNDER  THEM. 

4.  Use  only  dry  bandages.    Wet  ones  shrink  and  stop  the  circulation. 

5.  Bandage  the  injured  part  in  the  position  in  which  it  is  intended  to  be 
left.  Change  of  position  of  the  part  may  cause  a  tightening  somewhere  that 
would  stop  the  circulation. 

6.  Put  on  plenty  of  bandage.    Do  not  be  afraid  of  wasting  such  material. 

7.  Always  use  the  figure  of  eight  over  a  joint. 

8.  Begin  bandaging  from  the  lower  part  of  the  injured  member  and  work 
upward. 

9.  Tie  knots  where  they  will  cause  no  suffering  or  inconvenience. 

To  Sterilize  Needles. — People  often  have  use  for  a  needle  with  which  to 
open  pimples,  boils  or  wounds  and  whenever  such  a  thing  is  to  be  done  the 
needle  should  be  first  sterilized  by  placing  the  point  in  an  alcohol  or  gas  flame 
or  by  dipping  the  point  into  alcohol  or  carbolic  acid,  being  careful  not  to  touch 
the  point  with  the  fingers  before  using  it. 

Keep  Wounds  Open. — If  pus  is  formed  in  a  wound  and  a  person  wishes  to 
use  adhesive  or  court  plaster  to  cover  it,  small  holes  should  be  cut  in  the  plas- 
ter before  it  is  applied  or  thin  strips  of  plaster  shoidd  be  put  on  in  such  a  way 
that  the  wound  is  able  to  discharge  the  poison. 

First  Aid  Outfits  for  Schools. — 
2  ozs.  Aromatic  Spirits  of  .Ammonia.    Dose — 1  teaspoonful  in  a  glass  of  water, 

to  be  used  as  a  stimulant. 
4  ozs.  Lysol,  POISON.    1  teaspoonful  in  a  quart  of  water  for  washing  wounos, 

for  EXTERNAL  USE  ONLY. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


241 


54  lb.  Boracic  Acid — For  Eye  Wash.  Alake  a  2  per  cent  .solution  and  put  a 
few  drops  in  each  eye. 

1  50c  box  Poslam — For  healing  all  sorts  of  skin  troubles. 

1  oz.  Oil  of  Cloves — POISON.  Cleanse  cavity  with  small  piece  of  cotton,  sat- 
urate a  little  cotton  with  Oil  of  Cloves  and  apply  to  the  cavity. 

1  box  of  Tooth  M'ax.  Cleanse  cavity  with  small  piece  of  cotton  and  fill  cavity 
with  wax. 

^1 — 1  inch  Gauze  Bandages.  4 — Yucca  Splints. 

6 — 2  inch  Gauze  Roller  Bandages.  1 — Package   Safety   Pins. 

2 — 3  inch  Muslin  Roller  Bandages.  1 — Cup,  paper  or  enamel. 

6 — Triangular  Bandages.  1 — Pair  Sharp  Scissors. 

A — 1  yard  packages  Picric  Acid  Gauze.  1 — Pair  Tweezers. 

2 — 34  pound  packages  Absorbent  Cotton. 

1 — U.  S.  A.  Tourniquet  or  piece  of  small  Rubber  Tubing.  (Rubber  tubing, 
used  as  a  Tourniquet,  should  be  used  either  over  clothing  or  a  piece  of 
cloth  placed  next  to  the  skin,  and  then  should  be  loosened  very  fre- 
quently.) 

1 — Bo.x  \\''no(len  Tongue  Depressers. 

Important. — Have  your  School  First  Aid  Outfit  kept  under  lock  and  key, 

never  permitting  anyone  access  to  the  case  unless  absolutely  necessary  and 

then  only  under  your  personal  instruction  and  direction. 


DIAGRAM  FOR  MAKING  A  FIRST  AID  CUP  OF  PAPER. 


Figure  2 — Cup  complete. 
Directions  for  Folding  the  Paper. 

1.  A  perfectly  square  piece  of  paper  should  be  used. 

2.  Fold  on  the  dotted  line,  No.  1,  A-D,  so  that  the  point  F  and  E  meet. 


242  PHYSICAL  EDUCATION  COMPLETE 

3.  Fold  on  the  dotted  line,  No.  2,  C-H,  so  that  the  points  D  and  B  meet. 

4.  Fold  on  the  dotted  line,  No.  3,  B-G,  so  that  points  A  and  G  meet. 

5.  Fold  on  the  dotted  line,  No.  4,  B-C,  so  that  the  points  E  and  F  fall  on 
the  outside,  and  the  cup  is  complete. 

BANDAGES. 

Bandages  are  used  for  the  following  purposes : 

1.  To  hold  splints  in  position. 

2.  To  hold  dressings  in  position. 

3.  As  slings  to  support  injured  parts. 

4.  To  control  bleeding  by  pressure. 

5.  To  keep  a  wound  clean  and  free  from  exposure  to  the  clothing. 

Bandages  may  be  fastened  by  the  use  of  adhesive  plaster,  safety  pins,  sew- 
ing or  the  ends  may  be  tied  in  a  Reef  Knot,  sometimes  called  a  Square  Knot. 
Never  use  what  is  known  as  the  "Granny  Knot,"  which  is  most  always  made 
by  those  unfamiliar  with  First  Aid  work.     It  does  not  always  hold  securely. 

To  tie  the  Reef  Knot,  proceed  as  follows: 

Take  the  two  ends  of  the  bandage  in  your  two  hands,  lay  the  end  held  in 
your  right  hand  on  top  of  the  one  held  in  your  left  hand  and  with  the  fingers 
of  the  left  hand  wind  the  end  (still  working  with  the  right  end  of  the  bandage) 
around  the  left  end,  thus  making  the  first  half  of  the  knot.  Now  lay  the  end 
held  in  your  left  hand  on  top  of  the  end  in  your  right  hand,  wind  it  around  the 
end  held  in  your  right  hand,  pull  the  end  through  and  the  knot  is  made. 

Say  to  yourself  as  you  tie  the  knot — "Right  over  the  left  and  left  over  the 
right."    This  will  always  set  you  in  the  right  path  and  is  easily  remembered. 

Bandages  mostly  used  by  the  Student  of  First  Aid  are : 

1.  Triangular. 

2.  Roller. 

Triangular  Bandage. — The  Triangular  Bandage  seems  to  be  best  suited 
for  the  use  of  those  who  are  to  do  First  Aid  work.  In  expert  hands  it  is  often 
applied  most  skillfully.  It  is  easily  made  and  applied  and  there  is  very  little 
chance  of  any  harm  being  done  by  its  use. 

It  is  made  of  unbleached  muslin,  cotton  cloth  or  a  strong  cheese  cloth,  and 
\\hen  cut  from  34  inches  to  36  inches  square,  is  most  effectively  handled.  It 
may  be  used  folded  so  as  to  form  a  double  triangle  or  cut  diagonally  so  that 
two  are  made  from  one  i^quare. 

It  is  used  as  an 

1.  Arm   Sling.  5.  Eye    Bandage. 

2.  Head  Bandage.  6.  Palm  of  Hand  Bandage. 

3.  Hand  Bandage.  7.  Jaw  Bandage. 

4.  Foot    Bandage.  8.  Neck  Bandage. 


FOR   SCHOOLS  AND   PLAYGROUNDS 


243 


3^' 


34' 


HOW  TO  APPLY  THE  TRIANGULAR   BANDAGE. 

Ann  Sling. — Lay  one  end  of  the  Ijandage  over  the  slioulder  of  the  unin- 
jured side,  the  opposite  end  hanging  down  in  front  of  the  patient,  the  point  of 
the  bandage  being  placed  toward  the  elbow  of  the  injured  arm.  Raise  the 
arm,  bending  it  at  the  elbow  so  that  it  rests  across  the  body  on  a  line  with  the 
elbow,  thumb  pointing  toward  the  chin.  Bring  the  lower  end  of  the  bandage 
up  over  the  arm  and  shoulder  of  the  injured  arm  and  fasten  both  ends  with  a 
Reef  Knot  back  of  the  neck.  Fold  the  point  over  the  elbow  and  pin  on  the 
front  side,  forming  a  snug  pocket  in  which  the  elbow  rests.  (Be  sure  the  tips 
of  the  fingers  are  in  sight.) 


STEP    3 


STEP    2 


STEP  1 


Head  Bamdage. — Fold  the  bandage  to  form  a  triangle.  (If  a  single 
bandage  is  used,  make  a  hem  of  about  two  inches  on  the  long  side.)  Lay  the 
bandage  on  the  head,  the  long  side  or  hem  side  being  placed  on  the  forehead, 
the  hem  just  above  the  eyebrows,  the  point  of  the  bandage  hanging  down 
behind  the  head.     Cross  both  ends  of  the  bandage  at  the  back  of  the  head, 


244  PHYSICAL   EDUCATION   COMPLETE 

bring  to  the  front  and  tie.     Now  draw  the  point  up  on  top  of  the  head,  over 
the  bandag-e,  tuck  the  ends  in  neatly  and  secure  by  using  pins  or  sewing. 

Hand  Bandage. — Fold  the  bandage  to  form  the  triangle.  Spread  it  out 
on  a  flat  surface,  the  point  away  from  the  body.  Place  the  hand,  palm  down, 
on  the  bandage,  fingers  extended  and  draw  the  point  of  the  bandage  back 
over  the  hand,  cross  the  two  ends  over  the  back  of  the  hand,  carry  to  the 
under  side  of  the  wrist,  cross  again  and  tie  on  the  upper  side  of  the  wrist. 

Foot  Bsmdage. — The  bandage  is  prepared  in  the  same  manner  as  for  the 
hand  bandage.  Spread  out  and  place  the  foot  in  the  center,  toes  toward  the 
point.  Draw  the  point  back  over  the  foot,  but  do  not  crowd  the  toes.  Cross 
both  ends  over  the  instep,  again  at  the  back  of  the  ankle  and  tie  in  front. 

Eye  Bandage — Fold  to  the  triangular  shape,  draw  the  point  over  to  about 
one-third  of  the  distance  between  the  point  and  the  long  side,  then  fold  all 
twice  toward  the  long  side,  thus  making  three  folds.  Apply  over  the  eye  and 
tie  at  the  back  of  the  head. 

Palm  of  Hemd  Bamdage. — Fold  as  for  eye  bandage,  place  on  the  palm, 
cross  the  ends  on  the  back  of  the  hand,  again  on  the  under  side  of  the  wrist, 
bringing  them  at  last  on  top  of  the  wrist  for  tA'ing. 

If  the  palm  is  badly  cut,  direct  the  patient  to  grasp  tightly  a  roll  of 
absorbent  cotton  or  gauze  dressing,  such  as  he  can  hold  comfortably  in  the 
hand,  then  apply  the  bandage,  making  all  very  snug  that  the  fingers  mav  be 
kept  in  place  over  the  palm.  The  Hand  Bandage  may  also  be  used  in  such 
cases. 

Jaw  Bandage. — Use  two  bandages  where  support  for  the  jaw  is  necessary. 
Fold  both  as  for  the  eye  bandage,  place  the  center  of  one  across  the  chin,  tie 
at  the  back  of  the  neck,  and  the  center  of  number  two  under  the  chin  and  tie 
on  top  of  the  head. 

Neck  Bandage. — Fold  as  for  the  jaw  bandage,  with  a  piece  of  soft  paste- 
board inside  as  a  support  to  the  bandage,  place  over  the  injury,  cross  on 
opposite  side  of  the  neck  and  tie  over  the  center  of  bandage  (see  that  the  knot 
does  not  rest  on  the  injury). 

Roller  Bandage. — These  bandages  are  made  from  vmbleachcd  muslin,  cot- 
ton cloth,  cheese  cloth  or  gauze.  The  cheese  cloth  and  gauze  bandages  are 
the  most  satisfactory  to  use  as  they  are  elastic  and  can  be  made  to  fit  snugly 
over  the  injured  part. 

Roller  bandages  may  be  used  best  in  the  following  sizes : 
y2  inch  to  1  inch — Fingers  and  toes. 

2  inch  to  2'/<  inch — Arm  and  head. 

3  inch — Leg  and  thigh. 

How  to  Roll  a  Bandage. — I'andages  that  are  made  up  by  the  First  Aid 
Student  mav  be  rolled  for  use  according  to  the  following  directions:     Turn 


FOR  SCHOOLS  AND   PLAYGROUNDS 


245 


hack  on  the  liaiulage  ahout  three  or  four  inches  of  one  end  of  it,  so  as  to  form 
a  fold  of  tliat  length.  Rejjeat  nntil  )ou  have  a  small,  close  roll  of  the  cloth 
well  started.  Now  place  one  foot  on  a  low  chair  or  support,  lay  the  bandage 
on  the  thigh,  the  left  hand  on  the  bandage  near  the  knee,  hold  the  bandag? 
securely  and  with  the  right,  beginning  at  the  finger  tips,  roll  the  bandage 
along  the  fingers,  plam  of  the  hand,  wrist  and  up  the  arm  for  several  inches. 
Repeat  until  all  the  material  is  in  a  close,  snug  roll.  (These  may  be  cut  with 
a  sharp  knife  to  form  a  roll  of  any  desired  size.) 

How  to  Start  the  Roller  Bandage. — Take  the  roll  in  the  right  hand,  roll 
uppermost,  the  thumb  of  the  left  hand  holding  the  end  of  the  bandage  in  place 
until  a  sufficient  number  of  turns  have  been  made  to  securely  anchor  the  ban- 
dage. Make  it  tight  enough  to  prevent  slipping.  Always  begin  at  the  smaller 
part  of  the  injured  member  and  bandage  toward  the  larger. 


Some  Uses  of  the  Roller  Bandage: — 


1.  Spiral. 

2.  Spiral  Reverse. 

3.  Barton  Jaw. 


4.  Spiral  of  the  Thumb  and  Fingers. 

5.  Spiral  of  the  Toes. 

6.  Figure  of  Eight. 


Spiral. — The  application  of  this  bandage  is  only  practical  when  the  por- 
tion of  the  body  to  be  bandaged  is  of  the  same  size,  or  nearly  so.  Having 
made  the  start  as  just  described,  proceed  by  a  series  of  circular  turns  made 
fairly  close  together.  (Never  use  any  kind  of  a  bandage  for  this  except  the 
gauze,  as  it  fits  more  snugly  and  presents  a  neater  appearance  than  anything 
else.  This  applies,  of  course,  to  cases  where  the  First  Aid  Student  has  a 
choice  of  material.) 

Spiral  Reverse. — This  bandage  is  most  useful  when  the  injured  member  is 
larger  at  one  portion  than  another.  To  apply  the  bandage  proceed  as  if  the 
Spiral  were  to  be  used,  commencing  at  the  small  part,  make  several  turns,  one 


placed  over  the  other  to  secure  a  good  hold,  then  proceed  up  the  limb  with  a 
few  of  the  Spiral  turns  and  as  soon  as  the  limb  begins  to  increase  in  size,  in 
order  to  cover  all  spaces,  which  would  be  otherwise  left  bare,  the  Reverse 


246  PHYSICAL  EDUCATION   COMPLETE 

must  be  used.    This  is  not  so  difficult  as  one  would  imagine,  but  does  require 
some  practice  to  make  it  smooth  and  neat. 

To  make  the  Reverse  proceed  as  follows: 

Place  the  thumb  of  the  left  hand  at  the  lower  edge  of  the  last  Spiral  turn. 
This  will  keep  the  bandage  from  becoming  loosened.  Take  the  roll  of  bandage, 
with  about  four  inches  unrolled,  with  it  roll  uppermost,  between  the  thumb 
and  finger  of  the  right  hand,  slacken  up  on  the  bandage  and  make  a  half  turn 
over  and  toward  your  own  body,  which  makes  that  portion  called  the  Reverse. 
Now  pass  the  roll  under  the  limb,  catch  it  with  the  left  hand  and  bring  it  up 
over  the  limb,  at  the  same  time  draw  it  snugly,  make  another  Reverse  and  pro- 
ceed to  move  up  the  injured  member  as  far  as  necessary  and  fasten.  The 
Reverses  should  all  be  made  in  one  straight  line. 

The  Barton  Jaw  Bandage. — Place  the  end  of  the  bandage  at  the  center  of 
the  top  of  the  head,  roll  uppermost,  unroll  the  bandage  over  the  left  side  of  the 
face,  under  the  chin,  over  the  right  side  of  the  face  and  across  the  end  of  the 
bandage  where  the  start  was  first  made  on  top  of  the  head.  Now  pass  over 
the  left  side  of  the  head,  back  of  the  left  ear,  around  back  of  the  neck,  over  the 
lower  part  of  the  right  cheek,  over  the  chin  and  lower  part  of  the  left  cheek  to 
the  back  of  the  neck  when  the  bandage  is  carried  on  the  right  side  of  the  back 
of  the  head  to  the  top  of  the  head,  where  it  crosses  the  rest  of  the  bandage. 
This  makes  the  first  complete  turn  of  the  Barton  Jaw  and  should  be  repeated 
several  times,  ending  on  top  of  the  head,  where  it  should  be  securely  fastened. 
Apply  the  bandage  snugly  enough  to  hold  a  fractured  jaw  in  place  until  the 
services  of  a  physician  are  secured. 

Spiral  of  the  Thumb  and  Fingers — To  apply  this  bandage,  stand  facing 
the  patient,  lay  the  cioth  on  the  wrist,  roll  uppermost,  running  toward  the 
thumb,  and  make  a  few  circular  turns  around  the  wrist  to  hold  securely,  then 
pass  from  the  right  side  of  the  wrist  ovei  the  back  of  the  hand  along  the  outer 
side  of  the  thumb  to  the  very  tip.  Now  make  your  spiral  turns  to  the  base  of 
the  thumb  and  pass  to  the  left  side  of  the  wrist,  make  one  complete  turn 
around  the  wrist  and  the  next  time  bring  the  bantlage  up  over  the  back  of  the 
hand  to  the  side  of  the  first  finger  next  to  the  thumb,  thence  to  the  tip  of  the 
finger  and  make  the  spiral  turns  to  the  base  of  the  finger.  Proceed  in  this  way 
until  all  the  fingers  are  covered.  No  bare  spots  should  be  seen  on  the  fingers 
or  the  back  of  the  hand,  but  the  palm  of  the  hand  is  entirely  free  from  any 
bandaging  whatever,  thus  affording  a  more  free  use  of  the  hand.  The  finger 
bandage  so  applied  is  one  of  the  most  practical  that  a  person  can  use. 

Spiral  of  the  Toes. — In  applying  the  Spiral  of  the  Toes,  the  start  is  made 
around  the  ankle,  then  bandage  in  the  same  manner  as  for  the  Spiral  of  the 
Thumb  and  Fingers. 

Figure  of  Eight. — The  Figure  of  Eight  is  used  mostly  over  such  joints  as 
the  knee  and  elbow  and  is  the  one  used  to  connect  the  Spiral  Reverse  when  it 


FOR  SCHOOLS  AND   PLAYGROUNDS  247 

is  necessary  to  put  it  on  both  the  lower  and  upper  arms  and  lower  and  upper 
legs.  A  few  circular  turns  are  made  just  where  the  Spiral  Reverse  ceases  and 
from  the  lower  arm  the  bandage  passes  to  the  upper  arm  and  over  the  inside 
or  hollow  of  the  elbow,  under  the  upper  arm  and  over  the  inside  of  the  elbow 
to  the  upper  part  of  the  lower  arm.  This  makes  the  first  complete  Figure  of 
Eight  and  should  be  repeated  three  or  four  times  when  two  circular  turns  are 
made  around  the  lower  part  of  the  upper  arm  and  the  Spiral  Reverse  con- 
tinued as  far  as  necessary  and  then  securely  fastened.  Do  not  cover  the 
"funny  bone"  of  the  elbow  and  be  careful  to  put  the  bandage  on  loosely  enough 
to  permit  of  movement  of  the  arm  at  the  elbow  joint. 

Sprained  Ankle  Bandage. — Use  adhesive  plaster  for  bandaging  a  sprained 
ankle  and  begin  almost  opposite  the  knee  on  the  outside  of  the  leg,  plaster 
down  the  side  of  the  leg,  opposite  the  Tibia,  pass  under  the  arch,  over  the 
ankle  bone  on  the  inside  of  the  foot  to  the  instep,  from  where  it  is  carried 
diagonally  across  the  shin  bone.  Now  put  OVERLAPPING  straps  of  plaster 
on  both  sides  of  the  foot  on  top  of  the  first  strip  of  plaster. 

Broken  Rib  Bandage. — ^Use  adhesive  plaster  to  bandage  a  broken  rib  and 
begin  on  the  far  side  of  the  spine,  plaster  across  the  territory  of  the  broken  ril,- 
and  around  to  the  far  side  of  the  sternum,  thus  giving  a  good  anchorage. 
Have  the  patient  exhale  and  then  apply  the  bandage  quickly. 

Sacro-Iliac  Bandage. — ^Use  adhesive  plaster  for  this  bandage  and  begin 
on  the  far  side  of  one  hip  bone,  plaster  across  the  Sacro-Iliac  region  to  the  far 
side  of  the  opposite  hip  bone,  which  gives  the  anchorage  necessary.  Said  by 
physicians  to  be  a  great  reliever  of  backache  or  dislocation  in  the  Sacral 
region.     Plaster  after  exhalation  and  draw  snugly. 

FRACTURES  AND  THEIR  TREATMENT 

Broken  bones  are  injuries  which  should  be  understood  by  the  First  Aid 
Student.  The  tendency  of  a  muscle  to  contract  is  greatly  increased  by  fracture 
and  often  the  ends  of  the  bones  are  pulled  past  each  other  in  such  a  way  as  to 
cut  veins  and  arteries,  thus  adding  to  the  hemorrhage  and  severity  of  the 
original  wound. 

The  two  main  classes  of  fracture  are  Simple  and  Compound. 

Simple  Fracture. — A  break  of  the  bone  where  there  is  no  wound  or  injury 
to  the  surrounding  parts. 

Compound  Fracture. — A  Simple  Fracture  PLUS  an  open  wound  which 
may  be  caused  by  either  a  broken  bone  protruding  through  the  skin,  or  by  any 
object  such  as  a  piece  of  shell  or  bullet  making  an  outside  wound,  followed  by 
the  fracture. 

Fractures  may  be  recognized  by  pain,  swelling  and  deformity  of  the  in- 
jured member,  movement  where  there  should  be  none  and  crepitus  (a  grating 
of  one  rough  surface  of  the  bone  against  the  other — proof  of  a  break). 


248  PHYSICAL   EDUCATION   COMPLETE 

Treatment  of  Simple  Fracture. — 

1.  Remove  the  clothing  very  carefully  from  the  injured  part,  tut  cloth- 
ing if  necessary. 

2.  Avoid  pain  by  unnecessary  handling. 

3.  Make  no  attempt  to  set  a  bone.    That  is  a  physician's  business. 

4.  If  the  patient  is  not  to  be  transported,  bring  the  limb  into  its  natural 
position  as  far  as  possible.  Let  it  rest  on  a  pillow  or  other  soft  object  until  the 
arrival  of  the  physician. 

5.  If  the  patient  is  to  be  transported,  the  broken  member  MUST  BE 
FIRMLY  SECURED  by  splints  and  bandages.  NO  MOTION  SHOULD  BE 
PERMITTED. 

6.  Treat  for  shock. 

7.  Allow  splints  to  project  beyond  the  joint,  should  the  fracture  be  near 
one.    They  should  be  somewhat  wider  than  the  width  of  the  injured  member. 

HOW  TO  APPLY  SPLINTS. 

1.  Be  sure  to  select  splints  of  the  proper  length,  width  and  of  a  thickness 
that  permits  of  no  bending. 

2.  The  part  of  the  splint  which  is  to  come  next  to  the  patient  should  be 
padded  with  plenty  of  the  softest  material  available.  Cotton,  of  course,  is  the 
very  best,  though  coats,  blankets,  hay,  straw,  weeds,  grass,  etc.,  may  be  used. 
Pad  the  space  between  the  splint  and  limb  so  there  is  no  chance  whatever  for 
movement. 

3.  Splints  should  be  fitted  to  the  well  member,  matching  the  same  at 
point   of  injur}-,  and   then   transferred   to  the   fractured   member. 

4.  Now  apply  the  splints  and  cover  all  with  a  bandage. 

Treatment  of  Compound  Fractures. — The  danger  of  all  open  wounds  is 
very  great.    They  do  not  heal  until  all  infection  is  gone. 

1.  If  a  physician  is  soon  to  be  present,  leave  the  ends  of  the  bones  just 
where  they  protrude  through  the  skin. 

2.  Make  every  effort  to  keep  the  injured  member  still. 

3.  Cover  the  fracture  with  a  sterilized  cloth.  BE  SURE  IT  IS  MADE 
ANTISEPTIC.  This  may  be  done  by  dipping  the  cloth  in  alcohol  or  by  boiling 
it  in  water. 

4.  Iodoform  gauze  may  be  placed  next  to  the  injury,  absorbent  cotton 
over  this,  then  a  triangular  bandage  wrapped  over  all,  loosely,  after  which 
apply  splints  as  in  the  case  of  Simple  Fracture. 

IF  A  PHYSICIAN  CANNOT  BE  SECURED  AT  ONCE  OR  THERE  IS 
ANY  GREAT  DELAY,  treat  as  follows : 

1.  Clean  the  bone  well,  wash  with  soap  and  water,  then  a  MILD  antisep- 
tic.   (Use  STERILE,  BOILED  WATER  for  all  of  this.) 

2.  Slip  the  bone  in  place. 

3.  Keep  the  wound  open  and  sterilized  by  placing  antiseptic  cloths  in  the 
wound. 


FOR   SCHOOLS   AXD    PLAYGROUNDS  249 

4.  TRY  TO  GET  A  DOCTOR ! 

5.  If  the  patient  is  to  be  transported,  have  one  person  take  full  charge 
of  the  broken  member  and  others,  the  rest  of  the  body. 

6.  Treat  for  shock. 

Splints. — The  following  materials  are  suggested  for  splints : 

Heavy  pasteboard  boxes,  book  covers,  cigar  boxes,  laths,  rulers,  shingles, 
barrel  staves,  broom  and  mop  handles,  pokers,  canes,  umbrellas,  shot  guns, 
rifles  and  any  other  available  material  of  a  like  nature. 

In  the  case  of  a  fractured  arm,  the  chest  may  be  made  to  answer  the  pur- 
pose of  a  splint  by  strapping  the  injured  arm  to  the  side  of  the  body  by  a  wide 
bandage. 

In  the  case  of  a  fractured  leg,  the  opposite  leg  may  be  made  to  serve  the 
purpose  of  a  splint  by  strapping  in  the  same  way. 

Use  two  splints,  one  on  top  and  the  other  on  the  underneath  part  of  the 
broken  member. 

Yucca  splints,  wet  and  fitted  to  the  body,  harden  to  its  shape. 

Fracture  of  the  Thigh. — Secure  the  joint  by  a  splint  on  each  side  of  the 
leg.  The  one  on  the  outside  of  the  injured  limb  should  reach  from  the  armpit 
to  the  ankle.  The  splint  is  to  be  secured  in  several  places  by  bandages  around 
the  body  and  the  injured  limb.  A  shorter  splint  should  be  applied  in  a  like 
manner  on  the  inner  side  of  the  limb.  Now  bind  both  limbs  securely  together. 
I'adding  should  fill  in  any  spaces  between  the  splints  and  thigh. 

Fracture  of  the  Knee-pan. — Have  the  splint  long  enough  to  reach  from 
below  the  heel  to  half  way  between  the  knee  and  hip.  Plenty  of  padding  under 
the  knee.  Secure  the  splint  by  binding  at  the  ankle,  above  and  below  the  knee 
—NOT  ON  TOP  OF  THE  KNEE-CAP. 

Fracture  of  the  Lower  Leg. — Place  patient  on  back.     Get  the  leg  in  a 

straight  position  and  on  a  soft  pillow  or  cushion.  Draw  the  sides  of  the  pillow 
together  around  the  leg  and  secure  firmly  with  bandages.  The  Pillow  Splint 
is  the  safest  for  the  student  of  First  Aid  to  apply. 

Fracture  of  the  Foot. — Make  a  triangular  splint  by  fastening  two  small 
pieces  of  boards  together,  forming  a  right  angle.  Pad  this  well  and  bandage 
to  cither  side  of  the  foot.    Use  material  about  one  inch  wide. 

Fracture  of  the  Upper  Arm. — Use  small  splints,  well  padded,  on  the  back, 
front  and  sides  of  the  arm.  Bend  the  forearm  at  right  angles  to  the  arm  and 
support  by  means  of  a  sling. 

Fracture  of  the  Lower  Arm. — Use  two  splints,  pad  well,  place  on  the  front 
and  back  of  the  arm,  bind  together  and  place  in  a  sling  in  such  a  position  that 
the  thumb  is  up,  that  is,  on  the  side  nearest  the  chin. 

Fracture  of  the  Wrist. — --^pply  well  padded  splints  made  of  cigar  boxes, 
book  covers,  heavy  wire  netting  or  pasteboard  boxes.    Place  on  the  under  part 


250  PHYSICAL  EDUCATION  COMPLETE 

of  the  hand,  extending  from  the  fingers  well  up  the  forearm.    Place  a  shorter 
splint  on  the  back  of  the  hand.    Cover  with  a  bandage  and  put  in  a  sling. 

Fracture  of  the  Hand. — Place  a  pad  in  the  palm  of  the  hand,  put  on 
splints  and  put  the  arm  in  a  sling. 

Fracture  of  the  Fingers. — Use  padded  splints  sufficiently  long  to  extend 
from  the  tip  of  the  finger  to  the  wrist,  and  place  the  hand  in  a  small  sling. 

Fractured  Skull. — A  fractured  skull  usually  causes  unconsciousness.  Keep 
the  patient  very  quiet.  GET  THE  PHYSICIAN  AS  QUICKLY  AS  POSSIBLE. 
Place  patient  on  his  back  with  head  and  shoulders  slightly  elevated.  If  there 
is  an  open  wound,  cover  with  a  pad  of  cotton  made  antiseptic,  and  bandage 
loosely.    Cloths  dipped  in  ice  water  may  be  applied. 

Fracture  of  the  Nose — There  may  be  either  a  dislocation  or  broken  con- 
dition— jumbling  up  of  little  bones — internal  injuries  and  the  nostrils  may  be 
obstructed.  Careful  attention  is  necessary.  Keep  the  air  passages  open  by 
sterilized  cotton.  Should  the  nasal  passage  remain  obstructed  an  operation 
later  will  be  required. 

Fracture  of  the  Jaw. — Get  the  bones  in  as  near  the  correct  position  as 
possible,  but  handle  very  gently.  Apply  the  Barton  jaw  bandage.  Get  a 
Dental  Surgeon  or  Medical  Doctor  to  look  after  the  case,  otherwise  the  jaw 
may  be  incorrectly  set  and  the  teeth  fail  to  meet  properly. 

Fracture  of  the  Collar  Bone. — The  collar  bone  is  very  easily  broken.  Lift 
the  arm,  at  the  same  time  push  back,  place  a  pad  in  the  arm-pit,  put  the  arm 
in  a  sling  and  have  the  position  of  the  hand  such  that  it  is  pointing  toward  the 
uninjured  shoulder.  Lay  the  patient  flat  on  his  back,  on  a  pillow,  while  per- 
forming the  above. 

Fracture  of  the  Ribs. — Handle  the  patient  as  carefully  and  as  little  as 
possible.  Raise  the  head  and  chest  in  order  to  permit  of  the  least  effort  in 
breathing.  Place  on  the  uninjured  side  or  on  the  back.  If  the  services  of  a 
physician  cannot  be  secured  within  a  short  while  or  the  patient  must  be 
transported,  place  strips  of  adhesive  plaster  from  the  spinal  column  across 
the  side  of  the  body  to  the  middle.  Begin  at  the  lower  part  of  the  chest  and 
overlap  the  rows  as  the  ascent  is  made.  Secure  the  ujjper  ones  to  the  far  side 
of  the  breast  bone. 

CIRCULATION 

The  heart  walls  are  muscular  and  contract  with  rhythmical  regularity. 
By  means  of  these  contractions  the  blood  which  the  heart  contains  is  sent  by 
jets,  or  spurts,  into  the  largest  artery,  called  the  Aorta,  which  supplies  the  net- 
work of  arteries  and  capillaries  in  the  body.  From  the  capillaries  the  blood 
is  taken  up  by  the  veins,  minus  the  oxygen  and  life-giving  properties,  and 
carried  back  to  the  heart  for  purification.    The  waves,  jets,  or  spurts  of  blood 


FOR  SCHOOLS  AND   PLAYGROUNDS  251 

sent  into  the  arteries  cause  what  is  known  as  the  pulse,  which  is  felt  not  only 
at  the  wrist  but  at  any  point  where  an  artery  is  found  to  be  close  to  the 
surface. 

The  left  side  of  the  heart  is  larger  and  stronger  than  the  right  as  the  con- 
tractions of  the  left  side  send  the  blood  through  the  body,  while  the  right  side 
has  only  to  pump  the  blood  through  the  lungs,  where  it  is  purified.  The  arter- 
ies, because  of  great  blood  pressure,  are  very  strong,  do  not  collapse  and  are 
elastic.  This  is  necessary  in  order  that  they  are  not  torn  by  the  waves  or  jets 
of  blood  sent  Into  them.    Sometimes  the  pressure  is  very  strong. 

Veins  are  provided  with  valves  to  prevent  a  backward  flow  of  the  blood. 
They  remind  one  of  little  doors  scattered  along  through  the  veins,  which 
close  automatically   when  danger  threatens. 

If  we  have  arterial  hemorrhage,  the  blood  is  expelled  by  spurts  and  is 
always  bright  red  in  color  as  it  has  not  yet  lost  the  hue  of  pure  blood. 

If  the  hemorrhage  is  from  a  vein  there  is  a  steady  flow  and  the  blood  is 
dark  red  as  the  oxygen  has  been  lost  in  the  capillaries. 

If  the  hemorrhage  is  from  the  capillaries,  it  oozes  through  the  skin  and  is 
no  longer  a  bright  red,  yet  it  is  not  as  dark  as  the  blood  from  the  veins. 

Hemorrhage  from  the  lungs  is  very  bright  red  and  frothy.  Sometimes  it 
has  a  peculiar  brown  color. 

Hemorrhage  from  the  stomach  is  distinguished  by  the  dark  coffee  color 
and  is  vomited. 

CONTROL  OF  HEMORRHAGE. 

1.  Arteries — Press  on  the  artery  between  the  cut  and  the  heart. 

2.  Veins — Press  on  the  wound,  or  on  the  side  farthest  from  the  heart. 
Never  between  the  wound  euid  the  heart. 

PRESSURE  POINTS. 

Head- — Temporal  Artery.     Located  in  front  of  the  ear. 

Neck — Carotid  Artery.  Located  about  one  inch  to  the  outside  of  Adam's 
Apple.    Press  deeply  with  the  thumb. 

Shoulder — Subclavian  Artery.  Located  about  midway  of  the  collar  bone, 
behind  it  and  deep  down.     Press  with  the  thumb. 

Upper  Arm — Brachial  Artery.  Located  on  the  inside  of  the  arm.  Grasp 
the  biceps  and  draw  to  one  side,  at  the  same  time  pressing  firmly  against  the 
humerus  ;  or,  if  a  pad  (roll  of  cloth  such  as  a  bandage)  is  put  in  the  bend  of 
the  arm  at  the  elbow  the  arm  should  be  bent  as  much  as  possible. 

Upper  Thigh — Femoral  Artery.  Located  high  up  in  the  thigh.  Press 
against  the  femur. 

Knee — Popliteal  Artery.  Located  back  of  the  knee  and  may  be  treated 
as  for  the  elbow. 

First  Aid  Students  in  practicing  to  locate  these  various  arteries  may  be 


252  PHYSICAL   EDUCATION   COMPLETE 

assisted  by  placing  the  fingers  of  one  hand  on  the  pulsating  arteries,  which 
may  be  found  as  follows  : 

If  the  pressure  is  to  be  exerted  on  the  Carotid  in  the  neck  the  artery  that 
pulsates  will  be  fovmd  in  the  temple.  If  it  continues  to  pulsate  when  pressure 
is  made  it  is  a  sure  sign  that  the  pressure  is  not  exerted  successfully. 

If  pressure  is  to  be  exerted  on  the  Femoral  and  Popliteal  the  pulsating 
artery  will  be  found  at  the  wrist. 

If  the  pressure  is  to  be  exerted  on  the  Femoral  and  Popliteal  the  pulsating 
artery  is  found  on  top  of  the  foot. 

HEALING  OF  WOUNDS. 

When  the  skin  is  cut  and  there  are  no  germs  introduced  into  the  wound, 
the  serum  fills  the  wound  and  healing  is  natural.  The  cells  grow  out  from  the 
sides  of  the  wound,  chiefly  from  connective  tissue,  and  quickly  fill  the  space. 
Blood  vessels  next  appear  and  lastly  the  new  nerves.  The  skin,  itself,  grows 
more  slowly  than  connective  tissue.  Where  a  scar  is  seen,  we  know  the  skin 
took  too  long  to  heal.    The  majority  of  scars  take  about  six  months  to  whiten. 

DIFFERENT  KINDS  OF  WOUNDS. 

Incised  Wounds. — Incised,  or  those  made  by  a  clean  cut  forming  a  V- 
shape  are  easily  cleansed,  heal  cjuickly  and  may  be  closed  by  the  First  Aid 
Student. 

Lacerated  Wounds. — The  walls  are  torn  down,  they  are  hard  to  clean,  are 
easily  infected  and  heal  very  slowly. 

Punctured  Wounds. — These  cause  the  most  worry  for  care  takers.  They 
are  caused  by  bullets  or  some  dull  instrument.  The  should  be  opened  and 
cleaned  thoroughly.  Slash  from  the  side  to  remove  the  bullet  or  foreign 
body.  These  foreign  bodies  not  given  proper  care,  cause  Tetanus  (Lock  Jaw). 
The  organism  grows  only  in  the  absence  of  air.  Fourth  of  July  wounds 
should  be  kept  open  and  clean. 

SHOCK 

Shock  is  a  severe  nervous  depression  or  injury  to  the  nervous  system  and 
is  frequently  spoken  of  as  a  collapse.  It  is  caused  almost  always  by  injuries 
and  operations  though  great  mental  depression  will  produce  it.  The  First  Aid 
Student  should  always  expect  it  and  should,  therefore,  be  ready  to  treat  it  if 
necessary. 

Death  from  shock  is  due  to  an  interference  in  the  vasomotor  control,  cir- 
culation is  not  properly  carried  on  as  the  centers  controlling  the  size  of  blood 
vessels  do  not  function  properly.  In  long  operations,  the  immediate  danger  is 
from  shock  and  anaesthetics,  employed  by  physicians,  to  diminish  the  shock. 
The  mental  disturbance  in  shock  is  apt  to  be  great,  so  do  not  become  excited. 
Handle  the  patient  calmly  and  help  all  you  can  to  quiet  him  for  his  danger  is 
greatly  increased  by  excitement  and  worry. 


FOR   SCHOOLS   AND    PLAYGROUNDS  25.3 

Severe  hemorrhage  and  shock  go  together  and  their  symptoms  are  quite 
similar. 

Hemorrhage.  Shock. 

1.  Patient  becomes  rapidly  pale.  1.  Patient  is  pale,  face  has  pinched 

2.  Breath  comes  in  sighs.  and    anxious    expression. 

3.  Cold   skin,  moist  with  jjerspira-  2.  No    sighing    and    no    thirst     to 

tion.  speak  of. 

4.  Restlessness.  3.  Skin  is  cold,  moist  with  perspira- 

5.  Faintness.  tion. 

6.  Dilated  pupils.  4.  Restlessness,  patient  apt  to  toss 

7.  Dizziness  and  loss  of  conscious-  about. 

ness.  5.  Breathing  very  weak — not  deep. 

6.  Eyes  dull,  pupils  dilated,  eyelids 

droop. 

7.  Mentally  irresponsible  and  may 

be  unconscious. 

8.  Pallor  not  so  great  as  in  hemor- 

rhage. 

INTERNAL  HEMORRHAGE. 

Internal  hemorrhage  may  be  caused  either  by  a  severe  wound  which 
severs  one  of  the  large  blood  vessels  of  the  internal  organs  or  the  bursting 
of  some  blood  vessel  in  the  lungs  or  stomach.  The  symptoms  are  the  same 
as  for  severe  hemorrhage  except  there  is — 

1.  Increased  pallor. 

2.  .\ir  hunger.     (Patient  cannot  get  a  deep  breath.) 

3.  Intense    thirst. 

GET  A  PHYSICIAN  AS  QUICKLY  AS  POSSIBLE! 

DO  NOT  USE  STIMULANTS  as  they  will  increase  the  blood  flow  of 
either  external  or  internal  hemorrhage. 

Get  the  patient  in  a  darkened  room  and  KEEP  QUIET. 

AFTER  the  physician  has  stopped  the  bleeding  by  tying  the  arteries 
he  will  probably  give  a  stimulant  and  he  may  even  open  a  vein  and  inject  a 
saline  solution  (one  teaspoon  salt  to  a  pint  of  water). 

Where  there  is  shock  AND  NO  HEMORRHAGE,  stimulation  is  all  right. 
Coffee  is  the  best  stimulant  for  the  use  of  the  student  of  First  Aid.  Aromatic 
spirits  of  ammonia  and  smelling  salts  are  also  recommended  as  they  produce 
a  quick  reflex  stimulation. 

Get  the  patient  warm  and  keep  him  warm. 

MATERIALS  FOR  STOPPING  BLOOD  FLOW. 

1.  Thumb.     Cover  with  a  sterile  cloth,  in  severe  cases. 

2.  Compress.   Place  a  sterile  compress  on  the  wound  and  bandage  tightly. 


2S4  PHYSICAL  EDUCATION  COMPLETE 

3.  Tourniquet.  If  the  bleeding  is  severe  use  a  tourniquet.  The  U.  S. 
Army  Tourniquet  is  the  best  for  such  purposes.  Rubber  tubing  makes  an  ex- 
cellent tourniquet  but  should  be  used  over  clothing  or  a  bandage,  and  should 
be  taken  off  frequently,  or  loosened.  It  should  not  be  left  on  longer  than  a 
half  or  three-quarters  of  an  hour  at  a  time. 

HEAT  AND  COLD. 

In  using  hot  applications  it  is  much  better  to  use  hot,  DRY  ones  instead 
of  cloths  dipped  in  hot  water.  Heat  applied  to  the  exterior  surface  of  the 
body  is  very  soothing  and  stimulating  but  there  are  times  v^'hen  wet  appli- 
cations do  more  harm  than  good,  particularly  when  applied  by  those  unskilled 
in  their  use.  For  the  First  Aid  Student  there  is  nothing  safer  than  the  hot 
water  bag.  It  should  be  filled  about  one-third  full  and  folded  for  a  second  or 
two  in  order  to  allow  the  hot  air  to  escape,  when  the  top  is  screwed  on  and 
the  hot  water  bag  is  a  genuine  comfort.  Never  fill  the  bag  FULL  or  allow 
it  to  puff'  up  hard  with  the  steam  and  then  expect  a  patient  to  find  anything 
soothing  about  it.  Place  a  cloth  between  the  skin  and  the  bag  to  prevent 
burning.  Do  not  put  HEAVY,  hot  water  bags  over  the  heart.  A  bag  with 
very  little  water  in  it  is  all  right,  also  warm,  light  plates  or  a  little  Japanese 
pocket  stove.  If  hot  water  bags  are  not  to  be  had,  the  bed  may  be  warmed 
by  hot  stones,  bricks,  plates  or  glass  jars  or  bottles  filled  with  water  as  hot 
as  they  will  stand  without  breaking,  but  bottles  are  not  satisfactory  things  to 
use.  Only  in  case  of  extreme  necessity  should  they  be  used  at  all.  Stones  and 
bricks  should  be  covered  with  cloth  or  paper  to  keep  from  burning  tlie  patient. 
When  the  case  requires  it,  the  hot  water  bags,  etc.,  should  be  placed  between 
the  legs  and  on  the  outer  sides  of  legs  and  arms  and  between  the  arms  and 
the  body.  Only  one  person  should  have  charge  of  hot  water  bags  in  case  of 
sickness  or  accident  and  great  care  should  be  exercised  in  the  employment 
of  them.  The  soles  of  the  feet  are  easily  burned  and  ulcer  of  the  heel  is, 
according  to  physicians,  very  difficult  to  cure. 

When  the  eye  has  been  injured,  discoloration  may  be  prevented  by  a 
plentiful  application  of  cold  or  warm  water,  as  warm  as  is  safe  to  use, 
though  in  this  case  the  cold  water  is  preferable.  It  will  contract  the  blood 
vessels  and  prevent  swelling  just  the  same  as  hot  water,  and  is  safer  to  use 
in  this  case. 

Cold  water  is  used  also  to  stimulate  breathing  as  in  fainting  and  for  the 
reduction  of  the  temperature  in  fever  cases,  or  sunstroke.  The  temperature 
should  not  be  reduced  to  normal,  but  may  be  lowered  to  within  a  few  degrees 
of  it.     The  body  will,  itself,  reduce  it  the  remaining  few  degrees. 

RESPIRATION. 

The  mouth,  nose,  windpipe  and  lungs  constitute  what  is  known  as  the 
Respiratory  Tract  and  the  air  we  need  for  life  is  conveyed  to  the  lungs  by 
means  of  these  air  passages.    Should  the  nose  become  obstructed  we  are  able 


FOR   SCHOOLS   AND   PLAYGROUNDS  255 

to  secure  air  through  the  mouth  and  vice  versa,  but  should  all  the  passages 
leading  to  the  lungs  become  clogged,  death  is  sure  to  follow  unless  immed- 
iate relief  is  obtained. 

At  the  base  of  the  tongue  and  at  the  upper  end  of  the  wind  pipe  is  located 
the  larynx,  which  is  supplied  with  a  lid,  or  cover,  called  the  epiglottis. 
Directly  back  of  the  larynx  is  the  esophagus,  or  gullet.  Air  passes  into  the 
lungs  through  the  larynx  and  the  food  slips  over  the  epiglottis  into  the 
esophagus,  thence  into  the  stomach.  When  we  swallow,  this  cover  closes 
down  over  the  laiynx  to  prevent  food  or  liquids  passing  into  the  windpipe  and 
choking  us.  Sometimes  a  quick  breath  is  taken  during  the  act  of  swallowing, 
the  epiglottis  fails  to  shut  down  in  time,  a  coughing  spell  follows  and  we 
say  "we  swallowed  something  the  wrong  way."  When  a  person  is  uncon- 
scious this  lid  fails  to  act,  so  neither  water  nor  food  should  be  given  during 
such  a  time. 

CHOKING. 

Sometimes  the  windpipe  becomes  obstructed  by  foreign  matter  and 
unless  relief  is  promptly  secured,  death  follows  from  suffocation.  Striking 
the  patient  a  sharp  blow  on  the  back  will  sometimes  release  the  foreign  body 
that  is  lodged  in  the  throat,  lifting  the  patient  by  clasping  arms  about  the 
middle  part  of  his  body  or  even  putting  the  forefinger  way  down  the  throat 
are  methods  necessary  to  employ  at  times. 

CROUP. 

In  sudden  light  attacks  if  the  patient's  attention  is  diverted  for  a  short 
time  and  his  fears  allayed  the  symptoms  will  disappear.  Use  favorite  toys  or 
the  story  to  cause  him  to  forget  the  attack.  This  is  spoken  of  as  a  child's 
disease  and  is  due  to  a  sudden  contraction  of  the  muscles  in  the  air  passages 
of  the  throat.  Endeavor  to  secure  ciuiet.  Nervousness  increases  the  danger 
of  the  attack.  It  is  suggested  that  the  room  be  kept  warm,  have  boiling  water 
in  the  room  and  in  such  a  way  that  the  child  inhales  the  warm  steam.  Hot 
cloths  should  be  applied  to  the  throat  and  covered  with  waterproof  material 
of  some  nature  (oiled  silk)  and  changed  before  allowing  to  cool.  An  emetic, 
one  teaspoonful  svrup  of  ipecac,  is  recommended  as  best  to  give.  GET  A 
PHYSICIAN  IF  THE  ATTACK  IS  SEVERE. 

GAS  POISONING. 

When  a  case  of  gas  poisoning  is  suspected,  very  prompt  action  should  be 
taken. 

1.  SEND  FOR  A  PHYSICIAN  AT  ONCE. 

2.  Get  the  patient  into  the  fresh  air. 

3.  Begin  .Artificial  Respiration  just  as  soon  as  the  patient  is  in  the  fresh 

air  and  keep  it  up. 

4.  Cold  water  should  be  dashed  into  the  patient's  face. 


25o  PHYSICAL   EDUCATION   COMPLETE 

5.  Apply  hot  bottles  to  the  body. 

6.  Mild  stimulants  may  be  administered  when  the  patient  is  recovering. 

If  it  is  impossible  to  get  the  patient  into  the  air,  proceed  as  follows : 

1.  SEND  FOR  A  PHYSICIAN. 

2.  Close  the  gas  jet  that  has  caused  the  trouble. 

3.  Open  the  windows  and  get  the  patient  as  near  the  fresh  air  as  possible. 

4.  If  help  is  to  be  had  direct  someone  to  open  doors  and  create  all  the 

draft  possible  in  order  to  clear  the  room  of  the  poison. 

5.  Perform   Artificial   Respiration   and   have   cold   water   dashed   in   the 

patient's  face. 

6.  Apply  heat  to  the  body  and  stimulate  when  better. 

7.  Never  strike  a  light  in  these  cases. 

RESCUE  AND  RESUSCITATION  OF  DROWNING  PERSONS 

THINGS  TO  REMEMBER 

It  is  not  necessary  that  a  person  should  know  how  to  swim  in  order  to 
save  himself  from  drowning.  The  human  body  in  the  water,  weighs  a  trifle 
over  a  pound.  One  hand  barely  touching  any  floating  object  is  sufficient  to 
keep  the  body  afloat  indefinitely,  while  the  feet  and  other  hand  may  be  used 
to  paddle  one  toward  shore. 

Keep  this  fact  in  mind  and  do  not  become  excited.  Do  not  allow  the  fact 
that  you  know  nothing  of  swimming  to  cause  you  alarm.  You  may  with  per- 
fect safety  let  the  body  down  into  the  water  to  the  mouth  or  even  the  nose, 
just  so  you  can  breathe  easily  and  naturally.  A  little  water  swallowed  is  not 
going  to  hurt  you. 

Anyone  can  float  for  hours  if  they  have  a  little  confidence  and  self-con- 
trol. The  person  in  such  trouble  should  lie  on  the  water,  perfectly  flat,  heafl 
thrown  back  and  CHEST  ARCHED.  Do  not  mind  if  the  water  covers  the 
ears  and  the  spray  dashes  over  the  face.  Concentrate  your  eftorts  on  keeping 
the  feet  up  and  the  head  back  on  the  water  with  the  chest  well  raised  and 
breathe  naturally.  The  minute  you  become  alarmed  and  lift  the  head  and 
feet,  the  body  doubles  up  in  the  water  and  you  will  go  under.  Make  up  your 
mind  to  take  matters  quietly  and  sanely  and  you  will  be  rescued  without  a 
doubt.  Begin  to  use  the  hands  and  feet  a  little  to  paddle  you  about  and  you 
will  see  very  quickly  that  you  -will  be  able  to  do  much  for  yourself  in  the 
matter  of  nearing  the  shore. 

Once  out  of  your  plight  make  up  your  mind  to  learn  to  swim. 

TO  RESCUERS. 

1.  Do  not  attempt  to  go  near  enough  to  the  drowning  person  to  let  him 
get  ahold  of  you.     This  often  results  in  the  loss  of  both  lives. 

2.  Watch  your  chance  to  seize  him,  by  the  hair,  if  possible,  and  if  neces- 
sary, duck  him  several  times  until  he  is  quiet,  then  swim  on  your  back  and 


FOR  SCHOOLS  AND  PLAYGROUNDS  2S7 

tow  the  ho(l\  after  you,  resting-  his  head  on  your  chest,  one  of  your  arms  about 
him  and  witli  >uur  free  arm  and  legs  make  your  headway  through  the  water. 

ONCE  ON  SHORE,  PROCEED  AS  FOLLOWS: 

L  SEND  SOMEONE  FOR  A  RHYSICLXN. 

2.  Loosen  the  clothing.  Do  not  remove  until  you  get  the  respiration 
established. 

3.  Clear  the  throat  of  obstructions,  such  as  mud,  water,  seaweed,  etc. 
Put  your  arms  about  the  patient's  middle  and  lift  the  body  to  clear  the  air 
])assages  and  stomach  of  this  foreign  matter.  You  may  have  to  put  your 
fmger  way  down  the  throat  in  order  to  remove  obstructions  there. 

4.  After  removing  the  water,  etc.,  place  the  patient  on  his  back,  catch 
the  tongue  with  a  handkerchief  or  bandage  and  if  there  is  no  one  to  hold  it 
while  you  perform  Artificial  Respiration,  bandage  it  down  on  th^  chin.  If 
that  fails,  pierce  it  with  a  needle,  hat  pin  or  anything  of  a  like  nature  so  the 
tongue  cannot  fall  back  into  the  throat  and  close  that  cavity. 

5.  Place  a  coat  that  has  been  rolled  up,  or  a  blanket,  for  a  pillow,  under 
the  shoulder  blades. 

6.  Perform  Artificial  Respiration.     Do  not  delay  in  the  least. 

7.  While  one  is  working  on  the  Artificial  Respiration,  another  should 
see  that  the  patient  is  covered  with  dry  blankets,  coats,  etc. 

8.  Remember  that  it  is  not  at  all  necessary  to  be  rough  with  a  patient. 
Excitement  and  your  anxiety  to  help  should  not  allow  you  to  forget  this 
point. 

9.  As  soon  as  the  patient  shows  signs  of  breathing  someone  should  begin 
to  remove  the  wet  clothing  and  rub  the  limbs  thoroughly,  TOWARD  THE 
HEART.  Keep  the  blankets  over  him  all  the  while  you  are  rubbing.  This 
aids  the  restoration  of  circulation. 

10.  When  conscious,  give  hot  coffee,  hot  water  or  hot  lemonade,  though 
hot  cofifee  is  the  best  stimulant. 

11.  Do  not  leave  the  patient  after  respiration  has  set  in  for  it  may 
cease  at  any  time. 

12.  If  it  is  difificult  to  restore  respiration,  do  not  become  discouraged  and 
give  up.  This  is  hard  work  and  one  person  should  not  attempt  to  work  too 
long  at  a  time,  providing  there  are  others  present  who  can  be  of  assistance. 
There  have  been  cases  where  patients  have  been  restored  to  consciousness 
after  hours  of  labor,  so  work  as  if  the  person  belonged  to  you. 

ARTIFICIAL  RESPIRATION. 

(Sylvester  Method.) 

Take  your  position  at  the  patient's  head,  grasp  both  his  hands  at  the 
wrist,  double  his  arms  so  that  the  hands  are  crossed  on  his  chest,  your  hands 
still  grasping  his  wrists,  then  put  your  weight  on  the  patient's  hands  and 
count  five,  giving  one  second  to  each  count. 


258  PHYSICAL  EDUCATION  COMPLETE 

Now  raise  his  arms  sideward  and  pull  them  back  slowly  and  as  far  as  you 
can  to  expand  the  chest  walls.  There  are  certain  muscles  that  are  attached 
to  the  arms  and  ribs,  which,  when  the  arms  are  pulled  back,  raise  the  ribs 
and  increase  the  size  of  the  chest. 

Hold  for  a  couple  of  seconds,  then  slowly  return  the  hands  to  the  chest 
position  and  repeat. 

Do  this  no  faster  than  fifteen  or  sixteen  counts  to  the  minute. 

Should  the  patient  vomit  while  on  his  back  he  must  be  turned  on  his 
side  to  prevent  the  windpipe  becoming  obstructed. 

When  the  patient  is  out  of  danger  let  him  sleep,  BUT  BE  SURE  THAT 
RESPIRATION  HAS  BEEN  DEFINITELY  ESTABLISHED  BEFORE 
TAKING  ANY  CHANCES. 

HOW  TO  LOCATE  BODIES  LOST  IN  THE  WATER 

Construct  a  raft  about  twelve  feet  square  and  cut  a  hole  in  the  center 
about  eight  or  nine  inches  in  diameter.  Lie  down  on  the  raft  with  a  piece  of 
black  cloth  or  a  dark  coat  over  your  head  to  keep  out  the  light  and  have  some- 
one tow  the  raft  back  and  forth  over  the  spot  where  you  think  the  body  may 
be  found.  By  this  method  a  very  small  object  may  be  seen  distinctly  at  quite 
a  depth. 

Bodies  usually  come  to  the  surface  within  a  week  or  ten  days  after  the 
drowning. 

TO  RESCUE  PEOPLE  FROM  FIRES 

Keep  in  mind  the  fact  that  you  should  not  breathe  smoke  or  hot  air,  so  if 
you  are  to  enter  a  building  that  is  on  fire,  cover  the  mouth  and  nose  with  a 
wet  handkerchief,  cloth  or  sponge.  The  air  six  inches  from  the  floor  is  free 
from  smoke.  Should  the  smoke  prove  too  dense  and  liable  to  overcome  a 
person,  the  thing  to  do  is  to  crawl  on  the  floor,  head  low,  and  drag  the  person 
to  be  rescued,  behind.     Stairways  should  be  descended  in  the  same  manner. 

TO  EXTINGUISH  FIRES. 

1.  Keep  cool.     Act  promptly  and  make  your  eflforts  count  for  something. 

2.  Fires  may  be  extinguished  by  throwing  on  water,  providing  there  is 
no  oil  burning.  Coats,  bedding,  rugs  or  anything  that  is  of  such  a  nature 
that  is  available,  thrown  on  the  fire  will  be  found  most  valuable. 

3.  The  "Bucket  Brigade"  has  been  the  means  of  extinguishing  many  a 
fire  that  would  otherwise  have  proved  very  serious.  Two  lines  of  people 
form  from  the  hydrant  nearest  the  fire  to  the  building.  Buckets  are  filled 
with  water  and  passed  quickly  along  one  line  to  the  last  man,  who  puts  the 
water  on  the  fire  and  sends  the  empty  bucket  back  to  the  hydrant  by  way  of 
the  other  line. 

4.  If  possible  all  air  shafts,  windows  and  doors  should  be  kept  closed 
in  case  of  fire  as  all  drafts  serve  to  make  the  flames  stronger  and  harder  to 
overcome. 


FOR  SCHOOLS  AND  PLAYGROUNDS  259 

TO  EXTINGUISH  BURNING  CLOTHING. 

1.  Keep  cool.     Running-  only   fans   a   flame  and  results   seriously. 

2.  Throw  the  person  whose  clothing-  is  on  fire  on  the  floor  and  wrap  in 
a  rug,  coat,  shawl  or  anything  of  a  like  nature,  at  the  same  time  beating 
the  fire  with  the  hands. 

3.  If  a  person  is  alone  and  the  clothing  becomes  ablaze,  lie  down  and 
roll  on  the  floor  and  if  possible  roll  in  a  rug,  blanket  or  overcoat. 

ELECTRICITY 

1.  Avoid  low  hanging  wires,  wires  that  have  fallen  to  the  ground  and 
the  third  rail  used  by  many  electric  car  lines.  They  may  be  charged  and 
contact  with  them  is  most  likely  to  produce  death. 

2.  If  possible,  have  the  current  shut  off  immediately  an  accident  has  oc- 
curred.    If  this  is  not  possible,  rescue  the  person  from  contact  with  the  wires. 

3.  DO  NOT  ATTEMPT  TO  RESCUE  WITH  THE  BARE  HANDS  OR 
WHILE  STANDING  ON  THE  GROUND.  If  possible  slip  on  a  pair  of  rub- 
ber boots,  a  pair  of  overshoes  and  rubber  gloves.  If  not  available,  stand  on 
a  DRY  board  and  wrap  about  the  hands  several  thicknesses  of  woolen  goods, 
silk  or  paper.  If  you  are  to  attempt  to  cut  the  wire,  be  sure  that  the  feet 
are  protected  in  this  manner  and  that  the  handle  of  the  ax  or  hatchet  is 
DRY.  Remember,  after  cutting,  to  insulate  the  end  of  the  live  wire.  If  any 
doubt  exists  as  to  which  is  the  live  wire,  for  safety,  insulate  both  ends  you 
have  cut. 

4.  GET  A  PHYSICIAN  IMMEDIATELY. 

5.  Treat  for  shock.     Keep  the  body  warm. 

6.  Artificial  Respiration  may  be  necessary. 

7.  Treat  burns  from  electricity  as  you  would  burns  from  any  other  cause. 

EMERGENCIES 

BURNS  AND  SCALDS. 

In  the  treatment  of  burns  and  scalds  the  main  idea  is  to  exclude  air  from 
the  injured  part  just  as  quickly  as  possible.  This  may  be  easily  done  by 
making  a  thin  paste  of  baking  soda  and  water,  starch  or  flour  and  applied  to 
the  burn.  It  should  be  allowed  to  remain  until  the  pain  ceases,  when  it  may 
be  washed  off  with  cool  water  and  some  sort  of  a  soothing  ointment  applied. 
Common  vaseline  or  that  which  is  carbolized,  olive  or  castor  oil  and  cream 
are  all  good  to  use  on  a  fresh  burn. 

Deep  burns  are  very  serious  and  the  services  of  a  physician  should  be 
secured  immediately.  Until  he  arrives  the  above  method  of  handling  burns 
may  be  used.     For  all  cases  of  burns  picric  acid  gauze  is  very  valuable. 

OVER  EXERTION. 

There  is  marked  shortness  of  breath  and  the  patient  turns  a  bluish  color. 
Rest  and  quiet  should  be  secured  for  the  patient  hut  he  should  be  taken  to  a 


260  PHYSICAL   EDUCATION   COMPLETE 

physician   as    soon   as   possible.     Carry   him    on    a    stretcher.     Stimulate    by 
giving  hot  coffee  whenever  possible. 

MILD  CONCUSSIONS  IN  THE  GYM. 

Have  the  patient  lie  down  and  rest  and  allowed  to  sleep  as  soon  as  it  is 
possible  to  do  so.  There  may  be  loss  of  memory  for  a  few  hours  but  will  be 
all  right  within  a  little  while. 

SPIKE  WOUNDS. 

Spike  wounds  are  of  the  rusty  nail  variety  and  should  be  treated  as 
such.     They  should  be  well  opened  and  thoroughly  washed  with  antiseptics. 

"BASE  BALL  FINGERS." 

"Base  ball  fingers"  should  be  given  care  at  once.  There  is  no  excuse 
for  the  crooked  fingers  on  base  ball  players,  fingers  that  are  injured  in 
games,  as  proper  care  at  the  proper  time  will  straighten  them. 

GYMNASIUM  APPARATUS. 

Gymnasium  apparatus  should  be  kept  clean  by  the  use  of  antiseptics  and 
water.     Wash  frequently  and  have  mats  cleaned  often. 

SNAKE  BITES. 

Prevent  this  dangerous  accident  as  much  as  possible  by  wearing  high 
boots  or  leggins  when  out  in  the  woods  or  wherever  one  is  apt  to  find  snakes. 

The  first  thing  to  do  after  a  snake  has  bitten  a  person  is  to  place  a  ligature 
above  the  wound,  open  the  wound  with  a  sharp  knife  and  let  it  bleed  well. 
Some  advocate  sucking  the  wound  but  this  is  not  a  safe  thing  to  do  for  fear  of 
sores  on  the  lips  or  in  the  mouth.  When  the  bitten  part  has  been  cut  and  the 
bleeding  has  been  free  for  a  second  or  two,  apply  pure  carbolic  acid,  caustic 
potash  or  a  few  crystals  of  potassium  permanganate,  which  will  burn  out  the 
poisoned  tissue.  The  limb  will  swell  and  prostration  set  in,  when  a  stimulant 
should  be  given.  Alcoholic  liquors  should  not  be  given  in  large  doses  as  the 
patient  may  not  have  the  strength  to  recover.  If  the  doses  are  small  he  can 
fight  for  himself.  Aromatic  spirits  of  ammonia  is  as  good  a  stimulant  as  can 
be  used.  The  tourniquet,  or  ligature,  should  be  released  often — every  three- 
quarters  of  an  hour — which  permits  but  a  little  of  the  poison  to  enter  the 
system  at  one  time,  thus  decreasing  the  danger  of  death  to  a  great  degree. 

MUSCULAR  CRAMP. 

The  best  thing  one  can  do  is  to  use  hot  applications  at  once.  These 
cause  relaxation  and  comfort  to  the  patient.     Massage  also. 


FOR  SCHOOLS  AND  PLAYGROUNDS  261 

FOOT  CRADLE. 

If  a  lower  limb  is  injured  and  the  patient  is  unable  to  stand  the  weight 
of  the  bed  clothing  on  it,  an  improvised  cradle  may  be  made  by  cutting  off  a 
portion  of  the  handle  of  an  umbrella,  so  that  when  opened  it  will  rest  flatly  on 
the  bed  over  the  limbs.  Another  method  is  to  saw  a  barrel  hoop  in  two  equal 
sections,  cross  and  tie  together  to  keep  in  place,  then  put  an  extra,  warm 
blanket  over  the  cradle  to  prevent  the  feet  from  becoming  cold  and — lastly, 
cover  all  with  the  bed  clothing. 

FEET. 

For  long  walks  or  camping  out  1)e  sure  to  clothe  the  feet  properly.  Use 
heavy  stockings  and  shoes  that  have  had  enough  previous  wear  to  soften 
them.  If  the  feet  are  tender  bathe  with  hot  and  cold  water,  using  one-half 
alcohol  and  one-half  water.  Talcum  powder  sprinkled  in  the  shoes  or  on  the 
feet  reduces  the  friction  in  the  shoe.  If  a  blister  is  about  to  appear  on  the 
foot  or  the  surface  seems  irritated  sufficiently  to  warrant  it,  use  adhesive 
plaster,  but  IF  BLISTERED,  do  not,  under  any  consideration,  use  it. 

RECIPE  FOR  A  MUSTARD  PLASTER. 

Mix  one  tablespoon  of  mustard  with  five  of  flour  and  a  good  pinch  of  soda 
to  prevent  blistering.  Mix  thoroughly  while  dry  and  pour  on.  little  by  little, 
a  small  f|uantity  of  lukewarm  water.  Now  spread  the  mixture  over  the 
center  of  the  piece  of  cloth  to  be  used  for  that  purpose,  fold  the  two  sides 
over  about  two  inches,  then  the  bottom  is  folded  upward  two  inches  and  the 
top  is  drawn  all  the  way  over  to  the  very  bottom  of  the  plaster.  The  mixture 
will  now  remain  enclosed.     Cover  all  with  a  light,  thin  cloth  and  appl\-. 

STIMULANTS. 

Hot  tea  and  coffee,  aromatic  spirits  of  ammonia,  a  small  glass  of  wine 
or  a  little  whisky  in  a  glass  of  hot  water  for  those  who  do  not  object  to  it,  are 
all  stimulants  to  be  used  as  necessity  demands.  For  all  purposes  there  is 
nothing  that  is  as  good  to  use  as  hot  coffee,  but  it  should  be  given  as  hot  as 
the  patient  can  take  it  with  comfort. 

EMETICS. 

In  cases  where  the  stomach  is  to  be  emptied  of  its  contents  without  the 
aid  of  the  stomach  pump,  any  one  of  the  following  methods  may  be  used : 

1.  Give  one  teaspoon  of  mustard  in  a  glass  of  water. 

2.  A  quart  of  lukewarm  water  makes  a  most  effective  emetic. 

3.  Run  a  finger  down  the  throat. 

STRAINS  AND  SPR.MXS. 

Strains. — Strains  aft'ect  the  muscles  and  tendons.  Where  there  is  not 
mucn    injur)'   there    is    some    hemorrhage,    though    slight.     Discoloration    is 


262  PHYSICAL  EDUCATION  COMPLETE 

caused  by  the  hemorrhage.  Injury  to  the  muscle  is  caused  by  a  severe 
wrench  and  is  not  usually  serious. 

The  first  thing  to  do  is  to  relieve  the  tension  at  once — let  the  patient  rest. 
The  hemorrhage  must  then  be  interfered  with  by  the  application  of  either  HOT 
or  COLD  applications,  though  in  this  case  hot  water  is  more  soothing.  Mas- 
sage later  or  when  there  is  recovery.  If  a  leg  is  strained  the  patient  should 
rest  in  bed  at  least  all  of  a  week.  If  an  arm  it  should  be  carried  in  a  sling. 
If  muscles  of  the  back,  the  patient  should  rest  and  heat  be  applied  to  relieve 
the  pain  and  check  the  hemorrhage. 

Sprains. — A  sprain  is  a  severe  wrench  which  tears  the  ligaments  and 
there  is  sometimes  a  fracture  in  addition  to  the  sprain.  The  cause  of  the 
pain  is  the  snapping  of  a  ligament,  then  follows  discoloration  and  swelling.  If 
an  ankle  has  been  once  sprained,  it  is  very  easy  to  repeat  the  injury.  When 
this  happens  the  foot  should  be  soaked  in  hot  water  at  least  an  hour  and  hot 
applications  kept  on  for  at  least  twenty-four  hours  to  check  the  hemorrhage 
and  limit  the  swelling.  Keep  the  foot  elevated  and  later  the  Adhesive  Band- 
age, as  previously  described,  should  be  applied.     Plenty  of  rest. 

TO  KEEP  THE  CURIOUS  CROWD  AWAY. 

Frequently  the  person  who  is  to  render  First  Aid  is  hampered  in  the  work 
by  the  curious  crowd  gathering  around  the  injured  person.  Not  only  is  the 
First  Aid  Student  hindered  but  the  patient's  recovery  is  often  very  greatly 
delayed.  If  the  person  in  charge  will  select  one  or  two  of  the  crowd  for 
assistants,  then  ask  all  those  nearest  the  injured  person  to  take  hold  of  hands 
and  form  a  circle,  thus  enclosing  the  injured  and  all  those  who  are  to  look 
after  him,  inside  the  circle,  it  will  be  found  to  be  of  great  help.  Instruct 
those  who  form  the  circle  to  push  back  and  not  to  allow  anyone  to  enter  the 
circle  who  has  no  right  to  be  there. 

FAINTING. 

Place  the  patient  in  a  reclining  position,  unloosen  all  clothing  that  may 
be  tight  or  bind,  particularly  at  the  neck  and  waist,  and  bathe  the  face  and 
hands  in  cold  water.  See  that  there  is  plenty  of  fresh  air  in  the  room.  When 
recovery  has  taken  place,  if  possible  allow  complete  rest  for  a  little  while. 

NOSE  BLEED. 

During  the  warm  days  of  Spring  and  early  Fall  a  great  many  cases  of 
nose  bleed  are  encountered  during  school  hours.  The  slight  cases  do  not 
amount  to  anything  and  need  no  care,  but  when  the  hemorrhage  is  heavy 
the  patient  should  be  placed  in  a  chair  so  that  the  head  is  allowed. to  tilt  back- 
ward a  little,  then  cold  applications  should  be  used  at  the  back  of  the  neck, 
hold  the  soft  portions  of  the  nose,  just  below  the  bony  part,  together  for  a 
little  while  or  insert  plugs  made  of  absorbent  cotton,  one  in  each  nostril,  and 
push  them  up  the  passage  about  one  inch.     For  this  purpose  a  lead  pencil  or 


FOR  SCHOOLS  AND  PLAYGROUNDS  263 

pen  holder  handle  may  be  used.  If  the  bleeding  continues,  after  a  reasonable 
length  of  time,  send  for  a  physician.  Children  who  are  subject  to  heavy  at- 
tacks of  nose  bleed  should  not  be  encouraged  to  play  while  the  weather 
is  warm. 

FROST  BITE. 

Ears,  toes  and  fingers  that  are  frost  bitten  should  be  well  rubbed  with 
ice  or  snow  for  some  moments,  after  which  warmth  should  be  very  gradually 
applied. 

EPILEPTIC  FITS. 

Children  who  are  subject  to  the  mild  form  of  epileptic  fits  are  not  often 
injured  by  attending  school,  in  fact  in  some  cases,  a  child  is  benefitted  by  a 
little  school  work  and  association  with  other  children.  Those  who  are  victims 
of  this  trouble  in  the  more  severe  forms  should  not  be  permitted  to  attend 
school  at  all.  The  nervous  strain  is  increased  and  the  attacks  are  more  fre- 
quent. Not  only  is  this  a  cause  of  more  suffering  to  the  victim  of  the  trouble 
but  the  efifect  on  the  rest  of  the  children  is  not  good.  They  live  in  constant 
fear  that  their  schoolmate  will  have  an  attack  and  it  is  certainly  unwise  to 
place  children  where  they  must  witness  such  a  sight  as  a  person  in  one  of 
these  convulsions.  When  attacks  come  on  about  all  the  First  Aid  Student 
can  do  is  to  place  the  person  in  a  dark  room,  where  it  is  quiet,  if  possible, 
until  he  recovers.  Usually  a  deep  sleep  follows,  at  the  conclusion  of  which 
the  patient  seems  to  be  as  well  as  before  the  attack. 

HYSTERICS. 

Do  not  encourage  by  coddling  and  petting  anyone  who  indulges  in  hyster- 
ics. Rather  discourage  them  by  making  them  see  how  foolish  and  silly  such 
a  habit  is.  The  more  one  is  petted  at  such  times,  the  longer  the  "attacks" 
are  permitted  to  last.  Hysterics  not  tolerated  are  soon  overcome  and  a 
foolish  habit  forgotten. 

FOREIGN  BODIES  IN  THE  EYES  AND  EARS. 

Cinders,  particles  of  dust,  hairs  or  any  foreign  body  in  the  eye  cause 
much  pain,  inflammation  and  swelling.  Instruct  the  child  to  wash  the  eye 
very  gently  with  a  piece  of  absorbent  cotton,  dipped  in  clean  water,  always 
washing  toward  the  nose.  Sometimes  one  can  remove  the  cause  of  the 
trouble  by  holding  the  eye  open  with  the  first  finger  and  thumb  of  the  left 
hand  and  allowing  water  to  drip  into  the  eye  from  a  clean  piece  of  cotton  or 
cloth  held  in  the  right  hand.  Another  method  is  to  draw  the  upper  lid  down 
over  the  lower.  This  frequently  causes  the  particle  to  stick  to  the  lashes  of 
the  lower  lid. 

Foreign  bodies  in  the  ears  should  be  looked  after  by  a  physician.  If  an 
insect  has  entered  the  ear  much  annoyance  is  felt  by  the  intense  singing  and 


264  PHYSICAL  EDUCATION  COMPLETE 

buzzing  made  by  it  as  it  flutters  about  in  that  sensitive  cavity.  In  such  cases 
instant  relief  may  be  given  by  putting  in  the  ear  a  few  drops  of  warm  olive 
or  castor  oil,  glycerine  or  pure,  clean  lard  melted.  This  kills  the  insect,  when 
the  ear  may  be  syringed  out  with  warm  castile  suds,  after  which  dry  the 
ear  out  with  cotton. 

TO  REMOVE  WARTS. 

To  remove  warts  apply  nitric  acid  to  the  wart,  very  lightly  and  care- 
fully. Two  or  three  applications  should  suffice  to  remove  a  wart  of  medium 
size.  Sometimes  tincture  of  iodine  is  applied  successfully.  In  either  case 
the  applications  should  be  made  two  days  apart,  which  will  allow  the  burned 
portion  of  the  wart  to  drop  oft,  then  apply  again. 

METHODS  OF  TRANSPORTING  THE  SICK  AND  INJURED. 

Never  move  an  injured  person  from  the  place  where  the  accident  occurred 
until  the  best  First  Aid  treatment  of  which  you  are  capable  has  been  rendered. 

A  badly  injured  person  ought  always  to  be  carried  from  the  scene  of 
the  accident  and  preferably  in  a  reclining  position.  If  it  is  imjiossible  to 
secure  a  regular  stretcher  at  once,  the  following  can  be  easily  improvised : 

Stretchers. — 1.  Overcoats  or  coats  may  be  used  by  turning  the  sleeves 
inside  out.  Push  a  pole  through  each  sleeve  and  button  the  coat.  Two  coats 
should  be  used  to  every  stretcher  and  possibly  more.  This,  of  course,  depends 
upon  the  size  of  the  patient. 

2.  Take  three  grain  sacks,  cut  oft  the  corners  of  the  bottom  of  each 
sack,  then  push  two  poles  through  the  mouth  and  corner  holes  of  each  sack 
and  you  have  a  very  practical  stretcher.  Both  the  coat  and  sack  stretcher 
may  be  strengthened  by  two  short  poles  being  fastened  across  the  two  long 
ones  about  two  feet  from  the  handles. 

3.  Doors  or  a  couple  of  planks  nailed  securel}-  to  some  cross  pieces  will 
answer  when  nothing  else  is  obtainable.  A  strong  piece  of  canvas  or  a 
blanket  fastened  to  two  poles  with  two  short  poles  to  keep  the  stretcher 
from  collapsing  make  a  good  stretcher. 

Carrying  the  Stretcher. — It  is  very  important  that  the  two  carrying  the 
stretcher  should  maintain  a  "break"  step,  the  leader  beginning* with  the  left 
and  the  follower  the  right  foot.  This  method  maintains  a  balance  of  the 
stretcher. 

Position  of  the  Patient  on  the  Stretcher. — If  abdominal  injuries  have 
been  received  put  the  patient  on  the  back,  let  him  flex  the  knees  as  much  as 
possible  and  put  a  pad  or  something  in  place  to  support  the  knee  flexion. 
This  will  be  the  most  natural  and  comfortable  position  for  him  to  assume  and 
you  will  not  need  to  suggest  it  in  the  majority  of  cases. 

If  an  arm  has  been  broken,  fold  it  across  the  chest  or  it  may  rest  in 
the  groove  alongside  the  body. 

HANDLE  PATIENTS  VERY  GENTLY  ALWAYS. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


265 


IMPROVISED  SEATS  FOR  CARRYING  THE  SICK  OR  INJURED 

When  a  person  has  not  lieen  severely  injured  and  is  able  to  he  assisted 
from  the  spot  where  the  accident  occurred,  any  of  the  following-  improvised 
ser.ts  ma)-  be  used : 


TWO  HANDED  SEAT 


THREE  HANDED  SEAT 


266 


PHYSICAL  EDUCATION  COMPLETE 


FOUR  HANDED  SEAT 


CARRYING  PATIENT  ON  FOUR  HANDED  SE. 


Two  Handed  Seat. — The  two  carriers  face  each  other,  number  one  grasps 
with  his  left  hand  the  wrist  of  the  right  hand  of  number  two,  who  at  the 
same  time  closes  his  right  hand  over  the  wrist  of  number  one.  The  free  hands 
are  then  used  to  grasp,  each,  the  shoulder  of  the  other. 

Three  Handed  Seat. — The   two   carriers    face   each   other,   number   one 


FOR  SCHOOLS  AND  PLAYGROUNDS  267 

grasps  with  his  left  hand  the  wrist  of  his  own  right  hand.  With  his  right 
hand,  which  is  still  free,  he  grasps  the  right  wrist  of  number  two.  Number 
two  grasps  with  his  right  hand  the  left  wrist  of  number  one  and  with  his 
left  hand  grasps  the  right  shoulder  of  number  one. 

Four  Handed  Seat,  Sometimes  Called  Ladies'  Chair. — The  two  carriers 

face  each  other,  number  one  grasps  with  his  right  hand  his  own  left  wrist. 
Number  two  grasps  with  his  right  hand  his  own  left  wrist,  when  each  now 
grasps  with  his  left  hand,  which  is  free,  the  right  wrist  of  the  other.  This 
makes  the  strongest  chair  for  transportation  that  is  offered  to  the  First  Aid 
Student  and  one  which  enables  two  people  to  carry  a  person  some  distance 
before  needing  rest. 

TO  TEACHERS  OF  ALL  FIRST  AID  CLASSES. 

1.  Give  one  lesson  regularly  each  week,  at  least. 

2.  Arrange  all  outlines  to  cover  the  lessons  for  one-half  year. 

3.  Allow  a  portion  of  each  period,  if  possible,  for  practice  work  in  the 

application  of  the  different  bandages  as  they  are  taught. 

4.  Have  the  home  provide  each  child  with  a  piece  of  muslin,  or  cheese 

cloth,  one  yard  square.  Tliis  is  to  be  used  in  the  practice  of 
applications  of  the  Triangular  Bandage  and  each  child  should  insist 
on  the  use  of  his  or  her  own  Triangular  for  the  application  of  all 
the  head  bandages  taught. 

5.  Have  the  children  begin  the  work  with  a  note  book  that  will  be  found 

suflficiently  large  to  contain  the  work  of  all  the  grades. 

6.  Encourage  the  children  to  assemble  a  First  Aid  Cabinet  at  home  for 

family  use.  Dictate  the  following  list  of  articles  for  it  and  explain 
the  use  of  each  article  in  the  list : 

FIRST  AID  OUTFIT  FOR  THE  HOME. 

1  Bottle  PURE  GRAIN  Alcohol. 

1  Bottle  Dioxygen. 

1  Bottle  Witch  Hazel. 

1  Bottle  Camphor. 

1  Bottle  Castor  Oil. 

2  Ounces  Crystals  Epsom  Salts. 

1     2-oz.  Bottle  Aromatic  Spirits  of  Ammonia. 
(Dose:     1  Teaspoonful  in  glass  of  water.) 
Mustard. 
Baking  Soda. 
Syrup  of  Ginger. 
Syrup  of  Ipecac. 

1     1-oz.  Bottle  Oil  of  Cloves,  Cinnamon  or  Eucalyptus. 
1     Tin  Talcum  Powder. 
1     Box  Poslam  Salve. 


268  PHYSICAL   EDUCATION   COMPLETE 

1     Paper  Assorted  Safety  Pins. 

1     Bottle  Collodion  and  Camel's  Hair  Brush. 

1     5-yard  Roll  1-incli  Z.  O.  Adhesive  Plaster. 

1  Box  Wooden  Tongue  Blades. 

2  Doz.  Wooden  Applicators,  sometimes  called  "Swab  Sticks.'' 
Absorbent  Cotton. 

Picric  Acid  Solution. 
Triangular  Bandages  made  of  muslin  or  cheese  cloth,  1  yd.  square. 
2     1-inch  GAUZE  Roller  Bandages. 
2     2-inch  GAUZE  Roller  Bandages. 
2     3-inch  GAUZE  Roller  Bandages. 
Piece  Oiled  Silk. 

1  Sharp  Penknife,  Scissors  and  T\veezers. 

2  No.  1  Yucca  Splints. 

6     Small  Yucca  Splints  for  fingers  and  toes. 

ALL  TO  BE  KEPT  UNDER  LOCK  AND  KEY. 

OUTLINE  OF  FIRST  AID  COURSE  FOR  LOW  SIXTH  GRADE. 

1.  Talk  by  the  Teacher  on  The  Purpose  of  First  Aid. 

2.  General  Rules  to  be  Observed ;  Bacteria. 

3.  Some  Things  to  be  Remembered. 

4.  Precautions ;  To  Sterilize  Needles  ;  To  Keep  Wounds  Open. 

5.  Heat  and  Cold— Use  of  the  Hot  Water  Bottle. 

6.  Make  Paper  First  Aid  Cup  According  to  Diagram. 

7.  Uses  of  Bandages. 

8.  The  Triangular  Bandage  and  Eight  Uses  of  It. 

9.  The  Roller  Bandage  and  How  to  Roll.     (Two  methods.) 
10.  Six  Uses  of  the  Roller  Bandage. 

IL     The   entire   class   should   now  be   able   to   apply  well   all   the   above 
Bandages. 

OUTLINE  OF  FIRST  AID  COURSE  FOR  HIGH  SIXTH  GRADE. 

1.  Quick  review  of  the  Low  Sixth  work. 

2.  Sprained  Ankle  Bandage. 

3.  Discuss  thoroughly  and  encourage  the  use  of  the  Home   First   Aid 

Cabinet. 

4.  Emergencies : 

Burns  and  Scalds. 

Receipe  for  a  Mustard  Plaster. 

(Teach  the  folding  with  paper.) 
To  Keep  the  Curious  Crowd  Away. 

(Demonstrate  with  several  of  the  children  on  the  playground.) 
Fainting. 
Nose  Bleed. 


FOR  SCHOOLS  AXD  PLAYGROUNDS  269 

Foreign  Bodies  in  the  Eyes  or  Ears. 
5.     Final  test  for  all  the  Bandages  thus  far  taught. 

OUTLINE  OF  FIRST  AID  COURSE  FOR  LOW  SEVENTH  GRADE. 

1.  Quick  review  of  High  Sixth  work. 

2.  Study  the  subject  of  Bones,  Joints  and  Muscles  as  far  as  required  for 

First  Aid  Work. 

References:  American   Red  Cross  First  Aid  Text Lynch 

Human    Physiology    Ritchie 

Immediate   Care   of  the  Injured Morrow 

3.  The  Broken  Rib  Bandage. 

The  Sacro-Illiac  Bandage. 

4.  Emergencies : 

Strains  and  Sprains. 

To  Remove  Warts. 

Feet. 

Spike  Wounds. 

Base  Ball  Fingers. 

5.  How  to  Locate  Bodies  Lost  in  the  Water. 

6.  Healing  of  Wounds. 

Different  Kinds  of  Wounds. 

7.  Final  test  for  all  the  Bandages. 

OUTLINE  OF  FIRST  AID  COURSE  FOR  HIGH  SEVENTH  GRADE. 

1.  Quick  review  of  Low  Seventh  Work. 

2.  Emergencies : 

Overexertion. 
Mild  Concussions. 
Snake  Bites. 
Muscular  Cramp. 
Stimulants. 
Emetics. 
Frost  Bite. 

3.  Electricity. 

4.  To  Rescue  from  Fires. 

To  Extinguish  Fires. 

To  Extinguish  Burning  Clothing. 

5.  Final  test  for  all  the  Bandages. 

OUTLINE  OF  FIRST  AID  COURSE  FOR  LOW  EIGHTH  GRADE. 

1.  Quick  review  of  High  Seventh  work. 

2.  Fractures  and  Their  Treatment. 

3.  Splints  and  How  to  Apply  Them. 

4.  Circulation. 

5.  Control  of  Hemorrhage ;  Pressure  Points. 


270  PHYSICAL  EDUCATION   COMPLETE 

6.  Internal  Hemorrhag-e. 

7.  Materials  for  Stopping  Blood  Flow. 

8.  Shock — Difference  Between  Hemorrhage  and  Shock  Symptoms. 

9.  Final  test  for  all  Bandages. 

OUTLINE  OF  FIRST  AID  COURSE  FOR  HIGH  EIGHTH  GRADE. 

1.  Quick  Review  of  Low  Eighth  Work. 

2.  Respiration. 

3.  Artificial  Respiration  (Sylvester  Method). 

4.  Rescue  and  Resuscitation  of  Drowning  Persons. 

5.  To  Rescuers. 

6.  Gas  Poisoning — Choking. 

7.  Methods  of  Transporting  Sick  and  Injured. 

8.  Improvised  Seats  for  Carrying  Sick  and  Injured. 

9.  Final  review  of  all  the  work. 


OUTLINE  OF  FIRST  AID  COURSE  FOR  EIGHTH  GRADE  ONLY. 

LESSON  L         Talk  by  the  Teacher  on  The  Purpose  of  First  Aid. 
Study  of  Bones,  Joints  and  Muscles. 
Strains  and  Sprains. 
Breaks  and  Fractures. 

LESSON  IL      First  Aid  Materials. 

1.  Bandages  and  their  Uses. 

2.  Splints. 

3.  Tourniquets. 

4.  How  to  Tie  the  Reef,  or  Square  Krot. 

LESSON  III.     Bandages  and  Bandaging. 

The  Triangular  Bandage  and  Its  Uses.    Size. 

1.  Arm  Sling. 

2.  Foot. 

3.  Hand. 

4.  Head. 

5.  Eye. 

6.  Jaw. 

7.  Neck. 

8.  Palm   of   Hand. 


LESSON  IV.     Bandages  and  Bandaging,  Continued. 
ihe   Roller   Bandage  and   Its  Uses. 

1.  Spiral. 

2.  Spiral  Reverse. 


bi/.es. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


271 


3.  Figure  of  Eight. 

4.  Spiral  of  the  Thuml)  and  Fingers. 

5.  Spiral  of  the  Toes. 
Precautions  to  Be  Observed. 


LESSON  VI. 
LESSON  VII. 


LESSON  V.        Circulation. 

Difference  in  the  Work  of  Arteries  and  Veins  and  the  Blood 
The)'  Carry. 

Cuts. 

Bleeding  (Hemorrhage). 

Methods  for  Stopping  the  Different  Kinds  of  Bleeding, 

Shock. 

Breathing,  and  What  It  Does. 

Choking. 

Croup 

Gas  Poisoning. 

Drowning. 

Artificial  Respiration. 

LESSON  Vin.  Accidents  Liable  to  Happen  in  the  Home. 

1.  Burns  and  Scalds. 

2.  Fires. 

3.  Rescue  of  Persons  From  Fires. 

4.  To   Extinguish   Burning  Clothing. 

5.  Electricity  Burns. 
Emergency  Supply  for  the  Home. 


LESSON  IX.      Emergencies. 


LESSON  X. 
LESSON  XI. 
LESSON  XII. 


1.  Fainting. 

2.  Chill. 

3.  Eye  Wounds,  Cinders,  Dust,  etc. 

4.  Nose  Bleed. 

5.  Snake  Bites. 

6.  Feet  Injuries. 

7.  Cramps  in  the  Legs. 

8.  Frost  Bite. 

9.  Emetics. 
10.  Hysterics. 

Injuries  and  Emergencies  of  Indoor  and  Outdoor  Sports. 

Methods  of  Carrying  the  Sick  and  Injured. 

Practical  Examination. 


CHAPTER  IX 


The  Physical  Care  of  Children  in  the  School  Room 
and  on  the  Playground 


THE  PHYSICAL  CARE  OF  CHILDREN. 

Not  all  schools  are  fortunate  enough  to  be  provided  with  Medical  inspec- 
tion at  the  present  time,  but  the  day  is  not  very  far  distant  when  the  great 
majority  of  cities  will  be  ready  and  willing  to  make  such  a  provision  for  their 
school  children.  Until  the  time  does  come  when  all  eyes  are  opened  to  this 
great  and  growing  necessity,  teachers  will  be  called  upon,  in  fact  should  be 
expected,  to  do  as  much  of  this  work  as  they  possibly  can  for  their  pupils. 

To  none  of  us  is  given  the  ability  to  develop  the  perfect  life,  but  the 
power  is  given  to  teachers  to  do  much  toward  making  the  life  of  every  school 
child  an  efficient  one,  and  that  is  what  every  teacher  of  school  children  should 
honestly  attempt.  It  is  all  wrong  for  any  teacher  to  give  her  entire  attention 
to  the  mental  progress  of  the  children  in  her  care  and  neglect  the  physical 
health  and  well-being  of  those  same  children.  The  whole  child  goes  to  school 
— not  simply  the  head — and  teachers  should  begin  to  realize  that  it  is  a  duty 
to  know  something  about  the  child's  body  as  well  as  his  brain,  something  too 
about  the  childish  troubles  and  physical  embarassments  through  which  a 
large  percentage  of  little  folks  pass.  For  the  sake  of  the  children,  their 
health,  their  comfort,  their  progress  in  their  studies  and  their  happiness, 
every  teacher  should  be  able  to  read  intelligently  the  health  index  of  the 
pupils  who  live  in  her  school  room  and  having  read,  should  do  all  within  her 
power  to  help  the  children  secure  a  correction  of  their  physical  embarass- 
ments and  ailments.  The  responsibility  and  duty  none  should  shirk  and  the 
teacher  of  a  Rural  School  owes  this  help  to  her  little  band  of  seven  or  eight 
just  as  surely  as  does  the  teacher  in  a  city  school  who  has  charge  of  forty 
or  fifty  children. 

There  is  a  very  small  percentage  of  really  stupid  children  in  the  school 
world,  but  there  is  a  surprisingly  large  percentage  of  DEFECTIVE  children, 
made  so  by  neglect  of  eye,  ear,  nose  and  throat  troubles.  A  number  of  these 
are  found  in  every  school  and  are  called  the  laggards,  the  dull  ones,  the  left- 
overs from  year  to  year,  who  are  the  classroom  drags  and  who  get  the  name 
of  being  stupid  wdien  in  reality  the  great  majority  of  them  are  suffering  from 
one  or  more  of  the  physical  defects,  which  can,  in  most  cases,  be  easily 
remedied. 

Unfortunately,  too  many  teachers  are  very  willing  to  sit  back  and  wait 
for  someone  else  to  perform  this  duty  for  them.  The  large  majority  of 
teachers  have  never  had  the  op])ortunity  to  take  up  such  a  line  of  work  ;  they 
do  not  know  how  to  go  about  it  to  ascertain  the  condition  of  the  pupils  in  their 


FOR  SCHOOLS  AXD  PLAYGROUNDS 


m 


rooms,  and  so  these  little  people  are  neglected,  physically,  and  left  to  struggle 
against  great  odds,  which  in  the  end  do  impair  the  mental  usefulness  of  so 
many  of  them.  In  schools  where  no  Medical  Inspection  is  provided,  teachers 
may  find  the  following  suggestions  of  value  in  their  effort  to  read  the  health 
index  of  pupils  : 

Make  up  a  card  for  each  child  according  to  the  following  sample,  or  if 
you  prefer,  make  one  according  to  your  own  plan,  but  the  main  facts  should 
be  noted : 


HEALTH  RECORD. 


Name Parent 

Address .' Parent's  Occupation.. 

Date    of    Birth Address 


, 

2 

3 

4 

5 

6 

7 

r" 

^ 

Dates  of  Exam.  a:ul  Cor... 

EVER  HAD: 

E.xamination  and  Results 

E  R 

E 

R 

E 

R 

E 

R 

E 

R 

^ 

^ 

E 

R 

E 

R 

General  Appearance 

— 

1      ! 

Rheumatism  ? 

Posture 

1 

Tonsilitis  ? 

Flat    Feet 

1 

Diphtheria? 

Eyes 

1 

Scarlet    Fever? 

Ears : 

1 

Measles  ? 

Nose 

— 

Whooping  Cough  ? 

Lungs 

Grippe  ? 

Throat 

Pneumonia  ? 

Xeck  Glands 

Small-Pox? 

Teeth                 

— 

— 

— 

— 

— 

— 

— 

— 

— 

— 

— 

— 

- 

Ever  bcpii   vaccinated'' 

Skin 

When? 

E  Examination  C 

R  Result  NC 

-I-  Normal  PC 

—  Not    Normal 


Corrected 
Not  Corrected 
Partially    Corrected 


Remarks.. 


274 


PHYSICAL  EDUCATION   COMPLETE 


SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS. 


General 
Appearance 


Posture 


Flat    Feet 


Eyes 


When    and   How   to    Examine 


Observe  the  child  several  times 
during  the  first  two  weeks  of 
the  school  year  and  take  the 
average    of    your    observations 


Observe  the  child  several  times 
during  the  first  two  weeks  of 
the  school  year  and  take  the 
average    of    your    observations 


Make  examination  any  time 
during  the  first  two  weeks  of 
school 

Ask  the  child  to  stand  with 
heels  together,  toes  apart.  The 
child  looks  at  some  object 
ahead  of  him.  The  teacher 
obtains  the  best  view  of  his 
feet    from    the    rear 


Make  examination  any  time 
during  the  first  two  weeks  of 
school 

Place  the  eye  chart  on  the 
wall  20'  from  the  child  in  a 
good  light.  Examine  the  right 
eye,  then  the  left.  Tell  the 
child  to  place  the  left  hand 
OVER  the  left  eye  and  read 
the  letters  and  figures  on  the 
chart.  If  all  the  letters  and  fig- 
ures can  be  read  correctly,  the 
vision  is  normal  and  may  be 
marked  R20/20or  R-(-.  If  only 
the  60'  line  can  be  read  the 
record  would  stand  R  20/60, 
which  means  20'  distant  the 
60'  line  was  read  by  the  right 
eye  or  we  could  use  the  sim- 
ple record  R — .  Proceed  in  the 
same  manner  with  the  left. 
Astigmatism.  To  examine  for 
astigmatism  use  Green's  As- 
tigmatic Lines.  Test  one  eye 
at  a  time  at  a  distance  of  20'. 
If  astigmatism  is  present  some 
of  the  lines  will  be  clear  black 
and  distinct,  while  others  will 
be  lighter  and  blurred,  some- 
times  will   be   run   together. 


Mark  -|-  For 


Good   color 
Bright  eyes 
Well    n  o  u  r' 
ished    body 
Firm    flesh 
.\ctive  mind 


Head    erect 

Chest  raised 

Shoulders 
level 

Hips   even 

Standing  well 
on  both  feet, 
toes  apart 
"like  a  let- 
ter V" 

.•\  b  d  o  m  e  n 
drawn  in 


Good,  even, 
firm  stand 
ing    position 


The    normal 
eye    or    rec 

ord    by    fig 
ures   20/20 


Mark 


for 


Pale  face,  blue  under 
eyes 

Dull  eyes,  heavy  ex- 
pression 

Illy   nourished  body 

Soft,    flabby    flesh 

Indifference  and  list- 
lessness 


Sagging   head 

Sunken   chest 

Shoulders  and  hips  un- 
even, denoting  spinal 
curvature 

Poor  standing  position 
of  the  feet,  weight  of 
the  body  being  shift- 
ed first  from  one  foot 
to  the  other  or  stand- 
ing on  the  sides  of 
the  feet.  Prominent 
abdomen 


Standing  on   the   insides 

of  the   feet 
Heels    run    over   to    the 

inside 
L^ppers    of    shoes    worn 

out    in    small,    circular 

places   over   the    ankle 

bones 


Defective  vision 
(Be  sure  to  make 
your  entry  for  each 
eye  as  sight  differs 
greatly  in  most  peo- 
ple's  eyes) 

If  a  child  can  read  the 
60'  and  40'  lines  the 
record  would  be  20/40. 
using  R  or  L  as  the 
case  required.  If  the 
60',  40'  and  30'  were 
read,  tlie  record  would 
show  20/30,    etc. 

The  minus  sign  may  be 
used  in  these  tests  or 
the  figures,  as  the 
teacher   desires 


FOR  SCHOOLS  AND  PLAYGROUNDS  275 

SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS.     (Continued) 


4NEH 


60  FEET 


FZROE 


40  FEET 


G  E  L  T  Z  C 


30  FEET 


T  P  C  Z  R   D  O 


20  FEET 


(Copy  on  pure  white  paper  and  use,  if  no  Snellen  Test  Cards  can  be 
procured.) 


276 


PHYSICAL  EDUCATION  COMPLETE 


SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS.     (Continued) 


1        When  and  How  to  Examine 

Mark  -\-  For 

Mark  —  for 

Ears 

Make     examination     any     time 
during   the    first    two   weeks    of 
school 

Take    the    children,    if   possible, 
into     some    quiet    part    of    the 
school  for  ear  tests. 
The   teacher  stands   behind  the 
child    and    asks    him    to    close 
his     eyes     and     listen     for     the 
ticking    of    the    watch    in     her 
hand.   (Use  a   large  sized  lady's 
or  gentleman's  watch) 
Hold    the    watch    in    one    hand 
about     20    or     24     inches     from 
the    ear    and    ask    the    child    to 
point    to    the     watch.     Do    not 
take    the    first    answer    as    final 
for    children    are    "good    guess- 
ers,"  but  try  first  one  ear  then 
the   other,  or  perhaps   one   sev- 
eral   times    before    testing    the 
other.      Do    not    give    the    child 
any  hint  of  the  position  of  the 
watch.      Give    the    child    plenty 
of   chance   for   he   is   apt   to   be 
nervous 

Correct  point- 
ing to    the 
watch     at    a 
distance     no 
less    than 
20"— 24" 

Incorrect  pointing  to 
the  watch,  or  if  the 
v/atch  has  to  be 
moved  close  to  the 
ear  before  the  tick- 
ing can   be   heard 

Mark  R—  or  R ,  ac- 
cording to  the  dis- 
tance, for  the  right 
car  and  L —  or  L —  — 
for    the    left 

Nose 

(Adenoids) 
(.Breathing) 

Make     examination     any     time 
during   the    first    two   weeks   of 
school 

Ask    the     child    to    say    "Good 
Morning"  and  "Nine   men   min- 
ing in  a  mine."     If  m's  are  pro- 
nounced  as    b's   and   the    n's   as 
d's      careful      note      should     be 
made  of  the   fact 
Inquire     as     to     frequency     of 
colds   and   ventilation   of   sleep- 
ing apartment 

Clear    pronun- 
c  i  a  t  i  o  n  of 
m's    and    n's 

Lack  of  all 
s  y  mp  t  o  m  s 
recorded    i  n 
the    —   col- 
umn   o  p  p  o- 
site 

L  Dull,    heavy    expres- 
sion of  the  eyes  and 
face 

(Called    the    Adenoid 
Face) 

2.  Depression    at    sides 
of    nose,    producing 
pinched   look 

3.  Thick,    throaty   voice 

4.  Crooked    and    often 
protruding      upper 
teeth 

5.  A  n     underdeveloped, 
receding    chin 

6.  Lack  of  color  in  the 
face 

7.  Underdeveloped 
body 

8.  Sunken    chest 

9.  Frequent    earache 
and   often   running 
ear 

10.  Mentally     dull     and 
slow 

11.  Deafness,   often   to  a 
great   degree 

12.  Snore   in    sleep 
Restless    sleepers 

Lungs 

Observe  the  child  several  times 
during   the    first   two   weeks   of 
the    school   year    and    take    the 
average    of    j'our    observations 
Ask    the     child    two    or    three 
times      during     the      first     two 
weeks  of   school   to   breathe   as 
deeply     as     possible     and     note 
how  it  is  done 

Full  high  chest 

Ability     to 
take    a    deep 
breath    and 

control  it 

Sunken    chest 
Shoulders     raised    when 

trying     to     fill     the 

lungs    with    air 

Inability  to  fill  the 
lungs  with  air  and 
control  the  breath 

Tendency  to  coughs 
.iiid    i-okls 

FOR  SCHOOLS  AND  PLAYGROUNDS 


277 


SUGGESTIONS  FOR  FILLING  OUT  HEALTH  RECORDS.     (Continued) 


W'lu-n  and  How  to  Examine 

Mark  -|-  For 

Mark  —  for 

Throat 

Make     examination     any     time 
during   the   first   two   weeks    of 
school 

(Use  individual  wooden  tongue 
depressor,   one    for   each   child) 
Hold    tongue    down    and    exam- 
ine tonsils 

Small,  clean, 
healthy 
looking  ton- 
sils 

Clean,  sweet 
breath 

Enlarged  diseased  ton- 
sils 

Foul    breath 

Neck 
Glands 

Make     examination     any     time 
during   the    first    two   weeks    ot 
school 

Press   with  the   tips   of  the   fin- 
gers on  the  neck  in  the  region 
of      the      tonsils      for      swollen 
glands,     also     under     the    jaws 
and   back   of   the   neck   at   base 
of  brain 

No      sign      of 
swollen 
glands 

Swollen  glands  that  are 
kernel-like  to  the 
touch 

Teeth 

Make     examination     any     time 
during   the    first    two   weeks    of 
school 

With  the  individual  tongue   de- 
pressor   press    the    cheeks    and 
tongue  away  from  the  teeth  so 
a   clear   view    may   be    obtained 
of  all  the  teeth 

Sound,  clean 
teeth 

Decayed,  unclean  teeth, 
offensive  breath,  sore 
gums,  excessive  saliva, 
receding  gums, 
broken  teeth,  crooked 
teeth,  enlarged  neck 
glands,  "gum  boils," 
protruding  upper  teeth 

Skin 

Make     examination     any     time 

during   the    first    two   weeks    of 

school 

Observe  closely  the  skin  of  the 

fare,   neck    and    arms 

Clean,    heal- 
thy,   smooth 
skin 

Unclean  skin,  pimples, 
boils,  rashes,  blotches 
or  sores  of  any 
description 

After  a  teacher  has  made  as  complete  an  examination  of  the  children  as 
slie  possibly  can  she  should  send  notices,  if  necessary,  sirnilar  to  the  following, 
to  the  parents : 

NOTICE  TO   PARENTS. 


Date.. 


Please   call   at   - School,    Room 

convenience,  that  we  may  discuss  the  physical  condition  of  


at   your    early 
...  Teacher. 


If  within  a  reasonable  time  no  visit  is  made  to  the  school  by  the  parents, 
the  teacher  should  then  make  it  her  business  to  call  at  the  homes  and  obtain 
the  information  she  desires  about  the  pupils  and  should  make  every  effort 
]iossible  to  have  all  those  who  need  medical  attention  taken  to  the  family 
ph\sician  for  advice  and  help. 

In  discussing  all  cases  with  parents  or  guardians,  teachers  should  be 
patient,  considerate,  tactful  and  convincing.  The  matter  should  be  presented 
in  a   kindly  spirit   of  interest   in  the   child,   his   progress   in   his   studies,   his 


278  PHYSICAL  EDUCATION  COMPLETE 

physical  health  and  his  future  happiness.  Avoid,  always,  the  critical  attitude. 
If  we  wish  to  make  a  success  of  this  splendid  work  nothing  should  be  said  or 
done  to  antagonize  either  parents  or  children. 

Avoid  making  positive  statements  concerning  the  physical  condition  of 
any  child.  A  teacher's  work  is  to  advise  parents  that  she  suspects  certain 
physical  troubles  exist  and  to  bend  all  her  efforts  toward  securing  for  the 
child  a  medical  examination  by  the  family  physician.  At  all  times  she  should 
work  with,  not  against,  the  medical  men  of  the  community.  The  wise  teacher 
will  use  caution  in  this  regard  and  avoid  embarassing  situations  that  might 
otherwise  be  brought  about. 

DEFECTIVE  FEET. 

In  each  foot  we  find  no  less  than  twenty-six  small  bones  of  various 
shapes,  all  held  together  by  ligaments  and  muscles.  These  bones  form  in 
the  normal  foot  two  well  marked  arches. 

>     I         (   ^     ^         ■       T^  .la.  Inner 

Arches    \    1.  Anterior  1  ostenor  ■{  ,     ^ 
of  the     \  lb.  Outer 

Foot        I   2.  Lateral  or  Transverse 

The  Inner  Arch  forms  the  curve  of  the  instep,  while  the  Outer  Arch  forms 
a  much  smaller  curve  on  the  outside  of  each  foot.  The  Transverse  Arch  may 
be  seen  more  easily  when  the  sitting  position  is  assumed  and  the  weight  of  the 
body  thus  removed  from  the  foot.  It  is  located  immediately  back  of  the  toes, 
the  points  of  contact  being  the  distant  ends  of  the  first  and  fifth  metatarsal 
bones. 

These  arches  protect  the  blood  vessels,  lymphatics  and  tiny  nerve  endings 
and  relieve  the  joints  of  jars.  The  muscles  act  like  the  string  of  a  bow  and  by 
contracting,  which  means  they  are  working  and  performing  their  duty,  they 
are  able  to  resist  the  natural  tendency  of  the  weight  of  the  body  to  weaken 
and  destroy  the  arches  of  the  foot.  The  muscles  on  the  outside  and  inside  of 
the  foot  balance  each  other,  pull  up  on  the  foot  and  help  to  preserve  the  inner 
and  outer  arches. 

Flat  Foot  is  not  a  congenital  deformity;  therefore  may  be  prevented.  It 
is  a  condition  caused  by  mal-treatment  of  the  foot  and  is  encouraged  and 
developed  by : 

1.  More  work  required  of  the  foot  than  there  is  strength  present  to 
perform. 

2.  Sickness  which  weakens  the  foot  muscles. 

3.  In  health,  adding  bodily  weight. 

4.  Improper  footwear. 

The  excessive  strain  of  standing  on  the  feet  for  a  long  period  causes  the 
muscles  to  give  way  first.  They  relax  when  the  weight  of  the  body  is  thrown 
on  the  ligaments.  Next  the  ligaments  relax  and  the  arch  descends.  The  mus- 
cles and  ligaments  have  lost  their  strength  and  the  blood  vessels,  lymphatics 


FOR  SCHOOLS  AND  PLAYGROUNDS  279 

and  small  nerve  endings  are  pressed  down  by  the  great  weight  put  upon  them 
and  I'"lat  Foot  results.  In  connection  with  this  trouble  there  is  often  great 
pain  and  swollen  and  discolored  conditions  which  cause  untold  suffering  to 
many  people,  old  and  young. 

Signs  of  Flat  Feet. 

L  Place  the  bare  feet  together.  If  the  inner  sides  are  found  to  come 
close  together  instead  of  forming  two  distinct  curves  which  meet  at  the  joints 
of  the  great  toes  and  heels,  we  may  look  for  defects. 

2.  Heels  wearing  off  on  the  inside. 

3.  The  leather  of  shoe  uppers  is  worn  oiT,  exposing  the  shoe  lining  and 
sometimes  the  stocking  directly  over  the  ankle  bone. 

4.  Shuffling,  flat  gait. 

5.  Drop  a  string  from  the  middle  of  the  knee  cap  down  the  center  of  the 
tibia,  or  "shin  bone"  over  the  top  of  the  foot  and  toes.  The  string  should 
leave  the  foot  by  way  of  the  top  of  the  second  toe.  If  it  does  not  do  this  the 
foot  is  defective. 

6.  Place  the  foot  in  water,  then  stand  on  a  rug  which  will  show  the  shape 
of  the  foot.    If  the  foot  is  normal  there  will  be  a  hollow  place  in  the  footprint. 


NORMA L  (RIGHT)  FLAT (RIGHT) 


Note:  Babies  have  a  quantity  of  padding  on  the  bottoms  of  the  feet 
which  does  not  disappear  until  the  child  begins  to  walk.  Exercise  then 
absorbs  the  fat. 

7.  The  correct  foot  shows  a  slight  adduction  of  the  great  toe. 

The  pronated,  everted  foot,  the  one  showing  the  body  weight  carried  on 
the  inside,  is  the  Flat  Foot. 

Men,  as  a  rule,  have  very  little  trouble  with  their  feet,  for  the  reason 
their  shoes  are  built  on  orthopedic  lines,  which  conform  to  the  normal,  natural 
shape  of  the  foot  and  show  a  slight  "toeing  in."  It  is  gratifying  to  know 
that  correctly  made,  sensible,  comfortable  shoes  are  to-day  made  for  women 
in  spite  of  the  prevailing  injurious  styles  that  flood  the  market  and  which  are 
successfully  disposed  of  to  those  who  do  not  know  the  joy  of  wearing  a  cor- 
rectly shaped  shoe. 

Muscles  are  for  the  purpose  of  producing  motion.  If  there  is  no  work 
for  them  they  wither  and  become  useless.  Shoes  that  cram  and  press  the  toes 
together,  reduce  very  greatly  the  ability  of  the  short  flexors  of  the  toes  to 
perform  the  work  nature  has  assigned  them,  that  of  assisting  in  the  work  of 
lifting  the  weight  of  the  body  as  we  take  each  step. 

Often  in  discussing  shoes  with  young  women  they  insist  that  their  feet 


280  PHYSICAL  EDUCATION  COMPLETE 

are  perfectly  comfortaljlc  in  what  would  certainly  be  judged  improper  foot- 
wear, while  the  fact  remains  that  their  feet  are  deformed.  Such  feet  could 
not  be  comfortable  in  an  orthopedic  shoe  until  the  shape  of  the  foot  had  been 
trained  gradually  from  the  incorrect  to  the  correct.  Neither  can  girls  and 
women  change  all  at  once  from  wearing  very  high  heels  to  the  medium  low, 
for  the  reason  that  the  calf  muscles  must  be  gradually  lengthened. 

Correct  Shoes. 

1.  Correctly  made  shoes  should  have  medium  low,  broad  heels. 

2.  The  soles  and  uppers  should  be  soft  and  flexible  enough  to  permit  of 
perfect  freedom  for  all  the  toe  movements  and  circulation  of  the  blood  should 
be  free  to  every  portion  of  the  foot. 

3.  The  soles  of  the  shoes  should  be  as  wide  at  cdl  points  as  the  soles  of  the 
feet. 

4.  The  shape  of  the  sole  of  the  shoe  should  be  such  that  a  line  drawn  from 
the  center  of  the  great  toe  should,  if  extended  toward  the  heel,  touch  that  por- 
tion of  the  shoe  on  the  inner  side. 

(See  the  following  figure.) 

f- -Os^  5.  The  heel  of  the  shoe  should  grip  firmly  the  heel  of  the 

\  People   suffering   from   Flat   Foot    should   have    the    feet 

\  cared  for  as  early  as  the  trouble  is  discovered,  and  if  neces- 
I  sar}',  the  services  of  an  orthopedic  surgeon  should  be  secured. 
I  Children   and   adults,   particularly   women,   should   sit   as 

/    much  as  possible.     It  is  a  mistaken  idea  which  many  teachers 
/      have  that  they  must  stand  constantly  before  their  classes. 
I  /  Never  be  guilty  of  making  children  stand  in  the  corner  of 

the  schoolroom,  or  anywhere   for  that  matter,  as  a  punish- 
ment.    Find  some  other  method  of  correction. 
j  Parents   should  first,   last   and   always   insist   upon  their 

\  /        children  wearing  shoes  that  are  correctly  built. 

DEFECTS  OF  THE  NOSE,  THROAT  AND  EARS. 

Lymphoid  Tissue.  Lymphoid  tissue  is  composed  of  tiny,  thread-like 
fibres  and  countless  small,  round  cells.  These  fibres  extend  in  all  directions 
and  form  a  web  which  entangles  and  securely  holds  within,  the  millons  of 
little  cells.  Through  the  walls  of  the  capillaries  the  lymph  filters  into  the 
fibrous  tissue,  where  it  bathes  and  nourishes  the  living  cells.  While  perform- 
ing this  function  the  lymph  also  takes  up  the  waste  products  and  germs  that 
happen  to  be  in  the  tissue,  but  before  the  lymph  returns  to  the  veins  and 
passes  on  into  the  heart,  from  which  organ  it  is  sent  all  over  the  body,  it  is 
very  important  that  the  germs  be  destroyed. 

Here  a  wise  provision  has  been  made  by  nature  and  the  web-like,  fibrous 
threads  act  as  a  filter  which  sifts  and  holds  the  germs,  where  they  are 
destroyed  by  the  white  blood  corpuscles,  or  leucocA'tes. 


FOR  SCHOOLS  AND  PLAYGROUNDS 


281 


Lymphatic  Glands  Overpowered  W'c  I'liul  these  lymphatic  glands  located 
in  various  portions  of  the  body,  where  there  is  tiie  most  danger  from  infec- 
tion by  germs,  however,  should  the  invading,  dangerotis  army  prove  too  great 
and  overpowering  for  the  white  l)lood  corpuscles  to  annihilate,  the  natural 
result  follows.  The  tissue  becomes  enlarged,  diseased  and  in  many  cases 
loses   its   usefulness. 

Tonsils.  In  the  nose  and  throat  we  find  masses  of  lymphoid  tissue,  wdiich 
are  commonly  spoken  of  as  tonsils.  In  the  throat  there  are  two,  one  at  each 
side  of  the  base  of  the  tongue,  and  in  the  upper  part  of  the  throat,  directly 
back  of  the  soft  palate,  on  the  far  side  of  the  throat,  we  find  the  third  tonsil, 
called  Luschka's  Tonsil. 

Adenoids.  As  long  as  this  third  tonsil  remains  in  a  healthful  condition 
it  causes  no  trouble  or  disturbance  in  the  nasal  passages,  but  when  it  becomes 
overpowered  by  invasions  of  germs,  becomes  swollen,  diseased  and  covered 


adenoids 


A   VERTICAL    SECTION    OF    NOSE,    MOUTH    AND    THROAT 
Showing   the  Location  of  Adenoids 

Note. — With  the  adenoids  removed,  the   opening   to   the   Eustacliian  Tube 
would  show  about  opposite   the   letter   "A." 


with  pus,  we  have  a  condition  which  is  known  as  Adenoids.  If  the  trouble  is 
soon  removed,  and  the  operation  is  a  very  simple  one,  we  are  told,  the  healing 
takes  place  quickly  and  there  is  no  further  aimoyance,  however,  if  the  inflam- 
matory condition  remains,  a  permanent  growth  results.  This  growth  in  chil- 
dren feels  soft  and  flabby  to  the  finger  inserted  in  the  throat,  and  may  be 
likened  to  a  cluster  of  grape-like,  movable  particles  of  tissue,  which  is  very 
vascular  and  bleeds  easily  when  touched  by  any  foreign  object.  In  more  ma- 
ture people  it  grows  harder  and  requires  more  of  an  eiifort  to  remove  it. 

Functions  of  the  Nose.  1.  Sense  of  small.  2.  To  equalize  the  tempera- 
ture of  the  air  before  it  passes  through  the  throat  and  into  the  lungs. 

3.  To  screen  the  dust  and  germs  from  the  air  as  they  are  drawn  into  the 
nostrils.     This  is  accomplished  by  means  of  the  tiny  hairs  in  the  nasal  pas- 


282  PHYSICAL  EDUCATION  COMPLETE 

sages  and  the  moisture  given  out  by  the  glands  which  cover  the  inside  of  the 
nose. 

Sense  of  Smell  Weakened.  The  mucus  and  pus  discharge,  which  is  given 
out  by  the  diseased  lymphoid  tissue,  finds  its  way  into  the  child's  stomach, 
unless  he  is  taught  the  proper  thing — to  clear  his  throat  of  the  vileness — and 
a  large  portion  of  it  finds  its  way  into  the  nasal  passages,  where  it  presents 
a  most  disagreeable  sight  and  tends  greatly  to  destroy  the  sense  of  smell, 
which  is  located  in  the  mucous  membrane  of  the  nose. 

Nzisal  Obstructions.  The  nasal  passages  may  be  closed  by  the  existence 
of  one  or  more  of  the  following  conditions : 

1.  Cold  in  the  head. 

2.  Chronic  catarrh. 

3.  An  improperly  shaped  septum  (usually  the  result  of  adenoids). 

4.  Spurs  or  growths  on  the  septum. 

5.  Diseased  and  enlarged  turbinates. 

6.  Adenoids. 

Adenoids  may  not  be  present  at  all,  however,  if  there  is  trouble  from  any 
of  these  other  sources,  the  child  frequently  becomes  a  "mouth  breather," 
because  the  natural  and  correct  way  is  partially  or  totally  closed,  therefore 
the  functions  of  the  nose  are  performed  by  the  mouth  and  trouble  ensues. 
Cold  air  is  taken  into  the  lungs,  the  air  is  not  screened  of  dust  and  germs,  the 
vitality  of  the  parts  used  is  weakened  and  the  danger  to  the  child's  health  is 
constantly  increased  by  frequent  attacks  of  tonsilitis  and  bronchitis.  It  is 
therefore  very  important  that  a  child  suspected  of  having  adenoids  should 
receive  a  thorough  nose  and  throat  examination  and  if  found  to  exist  the 
trouble  should  be  removed  at  once. 

Results  of  Adenoids. 

1.  Snoring  and  disturbed  sleep. 

2.  High,  arched  palate,  narrow  jaw,  crooked  and  prominent  upper  teeth, 
pale,  long  face,  pinched  look  to  the  nose  and  dull,  lifeless  expression. 

3.  Underdeveloped  body,  narrow  and  contracted  chest. 

4.  Dead,  hollow  voice.    M  pronounced  as  "eb"  and  n  as  "ed." 

5.  Deafness,  earache  and  slow  mentality. 

Snoring  and  Disturbed  Sleep.  During  the  day  there  is  perhaps  not  so 
much  difficulty  in  procuring  a  portion  of  the  necessary  air  through  the  nose, 
but  gradually  the  lymphoid  tissue  grows  larger  and  in  expanding  closes  the 
nasal  passages  completely,  which  causes  the  child  now  to  secure  all  the  air, 
day  and  night,  through  the  mouth.  At  night  he  snores  and  his  sleep  is  dis- 
turbed, while  in  some  cases  much  suffering  is  caused  by  bad  dreams  which 
awaken  the  child  with  "night  terrors."  Think  of  the  little  tired  body  making 
a  brave  attempt  the  next  day  to  do  what  his  teacher  requires  when  he  ought 
to  be  catching  up  on  the  sleep  and  rest  he  has  been  compelled  to  lose. 

High,  Arched  Palate,  Narrow  Jaw  and  Prominent  Teeth.  A  double  duty 
is  now  given  the  mouth  to  perform.     The  constant  drawing  in  of  the  air 


FOR  SCHOOLS  AND  PLAYGROUNDS  283 

through  the  mouth,  combined  with  the  heavy  suction  that  takes  place  in  mas- 
tication and  preparation  of  food  for  the  stomach,  causes  a  bulging  upward  of 
the  hard  palate,  which  in  turn  pushes  the  septum,  or  nasal  partition,  out  of 
alignment.  The  hard  palate,  quite  soft  and  pliable  in  little  people,  becomes 
still  more  arched,  the  jaw  narrows  and  the  upper  teeth  become  crooked  and 
prominent.  The  mouth  cavity  grows  long  vertically  instead  of  horizontally, 
as  nature  intended  it  should,  with  the  result  that  we  get  the  characteristic 
adenoid  face,  long  and  pale,  undeveloped,  small  nostrils  with  pinched  look  at 
the  sides  of  the  nose,  short  upper  lip  and  drooping  inner  angle  of  the  eyes. 

Underdeveloped  Body,  etc.  The  sense  of  smell  depends  upon  a  healthy 
condition  of  the  mucous  membrane  of  the  nose  and  when  that  is  interfered 
with  our  sense  of  smell  is  lessened  and  perhaps  lost  for  the  time  being.  We 
have  all  experienced  this  temporary  loss  and  with  it  has  disappeared  the 
sense  of  taste,  which  is  so  closely  related  to  the  sense  of  smell.  We  are 
told  that  "the  sense  of  taste  is  two-thirds  dependent  upon  the  sense  of  smell." 
Now  appetite  depends  upon  smell  and  taste  for  its  stimulation  and  with  these 
two  senses  impaired,  perhaps  lost,  digestion  is  interfered  with,  the  desire  for 
food  is  often  gone  and  what  little  is  taken  does  practically  no  good  whatever. 
The  result  is  an  underdeveloped  physique,  and  muscles  which  lack  sufficient 
life  and  strength  to  support  the  body  properly,  thus  allowing  it  to  become  an 
easy  prey  to  curvatures  and  deformities.  The  child  stands  around  on  the 
playground,  listlessly  watching  the  others  engaged  in  their  fun  and  games, 
with  no  strength,  hence  no  desire,  to  join  in  the  activities  that  every  child 
should  enjoy. 

Dead,  Hollow  Voice.  The  voice  loses  it  quality  and  ring — it  resonance. 
It  sounds  thick  and  dead.  There  is  no  life  or  snap  to  it  and  it  expresses  very 
well  the  condition  of  the  whole  child. 

Deafness.  One  of  the  greatest  dangers  to  a  child,  which  is  a  direct  result 
of  adenoids,  is  deafness.  We  all  know  that  the  ears  are  very  closely  con- 
nected with  the  back  part  of  the  nasal  cavity  by  what  is  known  as  the 
Eustachian  Tube.  (See  figure  at  the  beginning  of  this  article.  Imagine  the 
adenoids  removed,  when  the  opening  of  the  tube  could  be  seen  on  the  far  side, 
in  the  nasal  wall.)  The  duty  this  tube  has  to  perform  is  to  supply  the  middle 
ear  with  air  from  the  throat.  In  the  middle  ear  we  find  a  chain  of  three  small 
bones  connected,  and  firmly  secured  to  the  outer  and  inner  wall,  thus  forming 
a  span  or  bridge  across  the  cavity.  From  the  inner  wall  nerves  connect  the 
ear  with  the  brain.  Sound  waves  play  upon  the  ear  drum,  the  vibrations  of 
which  are  sent  across  by  the  bridge  of  bones  and  air  in  the  middle  ear  to  the 
inner  wall.  From  this  point  the  sensitive  nerve  fibre  terminations  carry  the 
sound  waves  to  the  brain.  The  ability  of  the  Eustachian  Tube  to  properly 
perform  its  function  depends  upon  whether  or  not  the  opening  into  the  back 
part  of  the  nasal  cavity  is  free  from  obstructions. 

We  find  that  Adenoids  do  not  follow  a  symmetrical  line  of  growth.  Some- 
times they  lop  more  toward  one  side  than  the  other,  thus  leaving  the  hearing 
perfectly  normal  in  the  unobstructed  ear,  while  again  both  openings  may  be 


284  PHYSICAL   EDUCATION   COMPLETE 

interefered  with  by  the  growth.  When  these  conditions  exist  and  air  is  ex- 
cluded from  the  middle  ear,  the  Eustachian  Tube  withers,  to  a  certain  extent, 
by  lack  of  use,  and  the  chain  of  bones  is  left  to  perform  its  half  of  the  duty  of 
transmitting-  the  sound  waves,  while  the  air  necessary  to  do  the  rest  is  miss- 
ing, thus  producing  partial  deafness. 

Earache  and  Ear  Discharges-  Lymphoid  tissue  that  is  diseased  forms  a 
perfect  storage  plant  for  germs  of  all  kinds  which  happen  to  be  taken  into  the 
air  passages.  The  two  throat  tonsils  are  often  found  to  be  diseased,  enlarged 
and  filled  with  crypts  wherein  germs  find  splendid  breeding  places.  It  is, 
therefore,  necessary  that  tonsils  which  are  not  perfectly  healthy  should  be 
given  thorough  treatment  until  they  have  once  more  reached  their  normal 
state.  Many  physicians  advise  their  complete  removal,  at  once,  while  others 
prefer  to  wait  until  an  honest  effort  has  been  made  to  save  them.  The  tonsils 
in  the  lower  and  adenoids  in  the  upper  throat  affect  the  hearing  also.  The 
germs  that  lodge  and  breed  in  these  storage  houses  often  find  their  way  up 
into  the  Eustachian  Tube  and  continue  into  the  middle  ear,  where  they  set  up 
an  inflammatory  condition  which  causes  great  pain  and  suffering.  Finally  the 
abscess  breaks  and  the  pus  is  scattered.  It  may  become  absorbed  or  it  may 
pass  on  into  the  mastoid  process,  which  produces  a  very  serious  condition. 
From  the  mastoid  process  there  is  the  chance  of  an  abscess  making  its  entry 
into  the  skull  cavity,  which  produces  death,  or  the  pus  may  rupture  the  drum- 
head and  drain  away  through  the  outer  ear.  No  matter  which  way  it  chooses 
for  escape,  ear  discharges  are  extremely  dangerous  and  should  not  be  neg- 
lected. Teachers  have  such  an  opportunity  to  note  the  evil  results  produced 
by  the  continual  presence  of  ear  abscesses.  A  long  history  of  earaches,  run- 
ning ears — then  partial,  or  almost,  and  sometimes  total  deafness  sets  in. 

Slow  Mentality.  Not  all  teachers  take  the  trouble  to  ascertain  the  phyri- 
cal  condition  of  the  children  who  sit,  day  after  day,  before  them,  however,  it 
is  good  to  note  that  these  teachers  are  fast  becoming  the  exception.  All  chil- 
dren who  progress  slowly  in  their  school  work  should  be  given  a  most 
thorough  and  painstaking  examination  by  the  teacher.  Many  a  child,  par- 
tially deaf,  is  nagged,  scolded,  called  dull  and  stupid  and  whose  little  life  is 
made  perfectly  miserable  when  in  reality  the  chances  are  that  that  child 
possesses  a  keen,  bright  mind  if  the  teacher  Avould  take  the  trouble  to  find  ii 
out.  Because  of  his  failure  to  hear  all  that  is  said,  all  that  goes  on  in  the  class 
room,  and  because  of  the  teacher's  indifference  or  ignorance  he  naturally  falls 
behind  in  the  work,  becomes  a  class  room  drag  and  finally  one  of  the  pitiful 
leftovers  who  leaves  the  scenes  of  his  misery  as  soon  as  he  possibly  can  (satis- 
fied with  his  scanty  bit  of  education),  because  he  can  now  place  himself 
beyond  the  reach  of  a  nagging,  scolding  teacher. 

We  find  children  as  well  as  "grown-ups"  who  are  sensitive  regarding 
their  deafness  and  rather  than  have  attention  called  to  it  will  create  a  shell 
about  themselves  and  suffer  in  silence,  lose  faith  in  humanity  and  all  hope 
and  happiness.     Fortunately  all  do  not  develop  such  an  unhappy  life,  but  we 


FOR  SCHOOLS  AND  PLAYGROUNDS  285 

cannot  afford  to  have  any  child  made  miserable  and  it  is  so  easy  to  help  these 
little  peo])le  into  the  sunshine  if  we  will  only  think  so. 

A  teacher  should  ever  be  on  the  watch  and  thoroughly  alive  to  the  exist- 
ence of  all  defects  in  children  and  having  discovered  trouble,  make  every  pos- 
sible effort  to  have  it  overcome.  One  of  the  simple  causes  of  deafness  in  chil- 
dren, and  older  people  too,  for  that  matter,  is  hardening  of  wax  in  the  ear.  It 
has  been  known  to  form  a  good  sized  wad  or  plug  close  against  the  ear  drum, 
which  causes  partial  and  sometimes  complete  deafness.  Once  discovered,  its 
removal  by  a  physician  is  a  simple  matter,  and  think  of  the  joy  to  the  suf- 
ferer !  Teachers  should  learn  to  rcognize  physical  defects  early  and  if  neces- 
sary teach  the  parents  the  dangers  of  them  if  not  cared  for  while  children  are 
young. 

Is  it  any  wonder  that  children  who  have  adenoids  have  a  stupid  expres- 
sion ?  If  we  fill  our  own  ears  with  cotton  and  then  try  to  take  part  in  the  con- 
versation that  is  going  on  about  us  we  feel  very  helpless  and  realize  how  truly 
stupid  Ave,  too,  look  in  our  endeavors  to  understand.  Keep  this  little  experi- 
ment in  mind  and  have  patience  with  your  "stupid"  pupils. 

Unfortunately  there  are  parents  and,  even  to-day,  a  few  physicians  who 
say  that  children  will  outgrow  adenoids  and  having  done  so  will  be  perfectly 
healthy  again.  We  are  told  by  reputable  physicians  that  at  the  age  of 
puberty  adenoids  do  have  a  tendency  to  become  absorbed,  but  with  them  their 
train  of  evil  effects  does  not  disappear  and  many  a  case  of  deafness  in  older 
people  has  been  traced  to  adenoids  in  childhood. 

(Acknowledgment  is  made  to  North  Carolina  Board  of  Health  Bulletin,  1910) 

DEFECTIVE  EYES. 

When  one  notes  the  great  number  of  people  who  are  to-day  wearing 
glasses  it  is  easy  to  believe  that  defective  eyesight  is  very  common  and  we  feel 
that  a  great  percentage  of  people  have  come  to  realize  that  much  discomfort, 
pain  and  possibly  loss  of  sight  can  be  saved  by  giving  the  eyes  proper  atten- 
tion and  care.  In  spite  of  the  fact  that  this  great  gain  is  now  on  the  correct 
side  of  the  line  the  fact  remains  that  there  is  still  a  great  percentage  of  human 
beings  whose  eyes  need  attention. 

Many  bodily  ailments  are  being  constantly  traced  to  defective  eyesight. 
The  nuiscular  effort  necessary  to  secure  the  correct  focus  and  the  blurred 
image  on  the  retina  cause  extreme  nervousness  and  seriously  aft'ect  the 
nerves  in  many  parts  of  the  body. 

Children  should  have  their  eyes  tested  during  the  first  two  week  of  school 
and  should  l)e  seated  according  to  the  results  of  the  examinations.  As  early  as 
possible  the  matter  should  be  taken  up  with  the  parents  or  guardians  and  the, 
eyes  given  a  thorough  examination  by  a  competent,  honest  oculist. 

It  is  not  necessary  that  a  teacher  understand,  thoroughly,  the  subject  of 
eye-testing  in  order  to  help  the  little  people  in  her  care.  At  a  small  cost  Snel- 
len's Eye  Charts  and  Green's  Astigmatic  Lines  may  be  purchased  from  most 
any  optician,  when  the  test  suggested  in  the  early  part  of  this  chapter  is  suf- 
ficient for  a  teacher  to  make.    It  will  tell  her  all  she  needs  to  know.     It  is  her 


286  PHYSICAL  EDUCATION  COMPLETE 

duty  then  to  take  the  matter  up  at  once  with  the  parents  and  urge  them  to 
have  a  thorough  examination  made. 

A  teacher  has  a  perfect  right  to  be  suspicious  of  every  case  of  red,  sore 
eyes,  for  many  sucli  cases  are  contagious  and  should  receive  the  attention  of 
a  physician.  Until  teachers  have  the  assurance  that  cases  of  sore  eyes  are 
harmless  they  should  request  children  to  remain  at  home.  In  such  matters 
a  physician's  certificate  should  be  required  and  the  opinion  of  neighbors  or 
parents  should  not  be  solicited  by  any  teacher. 

Children  suffering  from  defective  vision  are  very  apt  to  have  one  or  more 
of  the  following  symptoms  : 

1.  Frequent  headaches. 

2.  The  work  is  held  either  very  close  or  very  far  from  the  eyes.     (About 
fourteen  inches  is  correct.) 

3.  Attempts  to  shade  the  eyes  with  hand. 

4.  Hairless  eyelids.     (No  protection  from  the  light  is  afforded.) 

5.  Confused  feelings  in  the  head. 

6.  Often  blinking  the  eyes  in  rapid  succession. 

7.  Squinting. 

8.  Crossed-eye. 

9.  Frequent  styes  on  the  eyes. 

10.  Inflamed,  sore  eyes,  caused  by  excessive  eye-strain. 

11.  Inability  to  read  the  work  on  a  blackboard. 

Cross  Eyes  should  receive  early  attention.  Sight  will  diminish  at  an  early 
age  unless  the  eyes  are  properly  cared  for  by  an  oculist.  Glasses  often  help 
such  cases  very  materially  and  we  are  told  they  should  be  given  a  fair  trial 
before  an  operation  is  performed. 

Near  Sight.  The  eye  ball  is  too  long  from  front  to  back  and  the  object  is 
thrown  in  front  of  the  retina,  the  retinal  image  is  blurred  and  such  an  eye  can- 
not see  distant  objects  plainly. 

Far  Sight.  The  eye  ball  is  too  short  from  front  to  back,  the  object  is 
thrown  behind  the  retina,  and  such  an  eye  cannot  see  close  objects  plainly. 

Astigmatism.  The  curvature  of  the  cornea,  and  sometimes  the  lens,  is 
irregular  in  shape. 

A  person  suffering  from  near  sight  has  to  content  himself  with  a  very  lim- 
ited range  of  vision,  while  those  who  possess  the  defects  of  Far  Sight  and 
Astigmatism  suffer  from  eye  strain,  headaches,  nervousness,  sometimes  dis- 
orders of  digestion,  blurred  vision,  backwardness  in  studies  and  many  ail- 
ments of  which  we,  as  teachers,  know  nothing. 

DEFECTIVE  TEETH. 

Any  teacher  who  will  take  the  trouble  to  make  even  a  superficial  exami- 
nation of  the  teeth  of  the  children  who  daily  sit  in  her  school  room  will  find 
it  easy  to  believe  that  "from  fifty  to  ninety  per  cent  of  the  school  children  of 
to-day  possess  defective  teeth." 


FOR  SCHOOLS  AND  PLAYGROUNDS  287 

Digestion,  we  know,  begins  in  the  mouth  and  upon  the  thorough  mastica- 
tion of  the  food  by  the  teeth,  depends  the  comfort  and  ease  witii  which  the 
stomach,  aided  by  its  juices,  performs  its  function.  If  proper  grinding  of 
the  food  is  not  done  in  the  mouth  it  must  be  done  by  the  stomach  and  nature 
never  intended  that  the  teeth  should  shirk  their  duty. 

When  mouths  are  not  thoroughly  cleansed  after  eating,  bits  of  food  lodge 
between  the  teeth  and  cling  to  their  surfaces.  In  a  short  time  a  decaying  pro- 
cess sets  in  which  develops  troubles  of  various  kinds.  The  decayed  material 
is  mixed  with  the  clean  food  as  it  is  taken  into  the  mouth  and  together  this 
mixture  is  sent  to  the  stomach,  where  it  sets  up  a  systemic  poisoning  which 
produces  dyspepsia,  more  commonly  spoken  of  as  indigestion.  When  this  hap- 
pens the  food  that  is  eaten  produces  little  or  no  value  to  the  body. 

Germs  of  all  kinds  are  housed  in  and  around  the  teeth  that  are  not 
cleansed  very  frequently.  Cavities  of  the  teeth  are  often  filled  with  decayed 
food  and  dangerous  bacteria  which  are  ever  ready  to  sap  the  child's  strength. 
Teeth  that  are  decayed  are  the  means  of  causing  children  to  "bolt"  their 
food — to  swallow  it  without  any  attempt  at  mastication.  Should  they  try  to 
grind  the  food,  portions  are  pressed  into  the  cavities,  the  exposed  nerves  set 
up  an  ache  and  children  soon  learn  to  favor  their  defective  teeth  and  we  find 
mastication  is  interfered  with  once  more.  A  poorly  nourished  body  is  the 
result. 

Poorly  kept  teeth  not  only  present  an  unsightly,  repulsive  appearance 
but  are  responsible,  many  times,  for  foul  and  exceedingly  disagreeable 
breaths.  Catarrh  produces  much  the  same  efifect  but  in  most  every  case  we 
can  trace  the  cause  to  a  filthy  mouth.  Such  mouths  should  not  be  tolerated 
in  a  school  room  any  more  than  soiled  hands  or  clothing. 

Parents  should  make  every  effort  to  have  the  temporary,  or  first  set, 
cared  for  as  carefully  as  the  second.  The  strength,  health  and  life  of  the 
second  set  often  depend  upon  the  care  given  the  first.  Not  all  parents  under- 
stand the  amount  of  harm  that  can  be  done  by  neglecting  the  teeth  of  their 
children,  and  here,  again,  the  teacher  finds  it  necessary  to  instruct  them  as 
well  as  the  little  people. 

A  dentist  should  be  consulted  when  a  child  is  found  who  has : 

1.  Decayed  teeth. 

2.  Unclean  teeth. 

3.  Offensive  breath. 

4.  Sore  gums. 

5.  "Gum  boils." 

6.  Broken  teeth. 

7.  Crooked  teeth. 

8.  Enlarged  neck  glands. 

9.  Protruding  upper  teeth. 

Children  should  be  taught  to  cleanse  the  teeth  after  each  meal,  BEFORE 
going  to  bed  and  as  SOON  AS  THEY  GET  UP  IN  THE  MORNING. 
Dr.  Charles  G.  Stockton  in  Pyle's  Personal  Hygiene  says : 


288  PHYSICAL  EDUCATIOX  COMPLETE 

"Twice  each  week  all  the  exposed  surfaces  of  the  teeth  should  be  care- 
fully gone  over,  and,  with  the  assistance  of  the  tooth-powder,  carefully  rubbed 
with  a  narrow,  chisel-like  piece  of  wood  that  is  hard  and  fine-grained  in  tex- 
ture, such  as  orange  wood,  so  as  to  smooth  away  all  roughness  and  inequal- 
ities. This  puts  a  smooth  polish  on  the  teeth  and  renders  their  subsequent 
cleansing  by  means  of  the  tooth  brush,  a  comparatively  simple  matter.  If  this 
rule  were  applied  in  the  care  of  children's  teeth,  the  work  of  the  dentists 
would  be  greatly  restricted." 

CONTAGIOUS  DISEASES. 

All  teachers  should  make  themselves  familiar  with  the  early  signs  and 
symptoms  of  the  contagious  diseases.  Time  was  when  the  idea  prevailed,  gen- 
erally, that  it  was  the  proper  thing  to  willfully  expose  children  to  the  long  li.-t 
of  "Children's  Diseases"  and  many  a  little  life  was,  consec|ue!itly,  pitifully 
sacrificed.  Fortunately  to-day  that  foolish  idea  is  almost  a  thing  of  the  past 
and  the  great  majority  of  parents  and  teachers  are  making  every  possible 
effort  to  spare  the  children  the  suffering  that  was,  not  many  years  ago,  forced 
upon  them  in  a  number  of  cases. 

Whenever  a  suspicious  case  is  found  to  exist  in  a  school,  the  child  should 
be  sent  to  his  home  at  once,  and  should  not  be  permitted  to  take  his  place  in 
the  school  room  again  until  satisfactory  evidence  is  produced  to  show  tliat  the 
health  of  the  other  children  will  not  be  endangered. 

That  teachers  may  learn  to  detect  the  early  signs  and  symtoms  of  Conta- 
gious Diseases  the  main  features  of  the  several  diseases  are  here  presented. 

CHICKEN  POX. 

This  disease  is  highly  contagious  and  one  attack  usually  protects  from 
all  subsequent  ones. 

Incubation  Period.    From  thirteen  to  seventeen  days. 

Early  Signs  and  Symptoms.  As  a  rule  the  first  symptom  to  appear  is  the 
rash,  though  a  slight  fever  and  indisposition  may  have  existed  without  the 
patient  realizing  it.  The  rash  comes  out  on  the  second  day,  and  makes  its 
appearance  in  successive  lots  or  crops.  As  one  lot  heals  another  appears.  Rash 
is  first  seen  on  the  head  and  spreads  over  the  entire  body.  It  comes  as  small 
eruptions  first,  which  then  fill  with  a  watery  fluid  and  some  of  them  finally 
become  pustules.  Wherever  a  pustule  was  present  a  pit  forms  because  of  the 
scab  that  leaves  the  indentation.  Otherwise  after  the  rash  has  disappeared 
the  skin  is  left  in  good  condition. 

Method  of  Infection.  Poison  is  given  oft'  from  the  surface  of  the  body, 
most  likely  from  the  watery  eruptions  and  pustules. 

Quarantine.  The  period  of  quarantine  should  be  observed  for  at  least  two 
weeks  and  children  should  not  be  allowed  to  return  to  school  until  all  the 
scabs  have  thoroughly  healed.  Teachers  should  examine  the  head  thoroughly 
for  scabs  that  are  not  healed. 

Remarks.    Not  dangerous  to  any  except  very  delicate  children. 


FOR  SCHOOLS  AND  PLAYGROUNDS  289 

DIPHTHERIA. 

This  is  a  most  acute  contagious  disease  and  one  attack  does  not  protect 
a  person  from  experiencing  subsequent  ones. 

Incubation  Period.    From  two  to  ten  days. 

Early  Signs  and  Symptoms*  Usually  begins  with  a  chill  or  "chilly  sen- 
sations up  and  down  the  spine."  There  is  fever,  headache,  vomiting,  diar- 
rhoea, sore  throat,  swelling  of  the  glands  in  the  neck  at  the  angle  of  the  jaw 
and  if  the  throat  is  examined,  white,  gray,  yellow  or  black  patches  may  be 
seen,  either  continuous  or  with  clean  spaces  of  membrane  between  them. 
There  is  such  a  variety  to  the  color  of  these  spots  of  false  membrane  that  any- 
thing in  the  way  of  a  spot  in  the  throat  justifies  a  person  in  feeling  anxious 
and  suspicious.  This  false  membrane  may  make  its  first  appearance  in  the 
nasal  cavity  or  upper  part  of  the  throat,  where  it  cannot  be  seen,  the  majority 
of  the  symptoms  above  named  may  be  absent,  while  the  germ  continues  to  pro- 
duce more  false  membrane  and  so  gains  a  strong  foothold  before  the  danger 
is  realized.  Again  it  may  first  attack  the  larynx,  when  croup  symptoms  are 
present.  Some  cases  prove  fatal  when  the  disease  had  a  very  mild  com- 
mencement. 

Method  of  Infection.  The  bacillus  lives  in  the  false  membrane  and  is 
given  off  by  the  discharges  from  the  nose  and  throat.  We  are  told  that  diph- 
theretic  germs  live  for  some  time  in  the  throat  of  a  patient  after  all  signs  and 
symptoms  of  the  disease  have  disappeared.  The  infection  may  be  carried  in 
clothing,  books,  toys  or  by  household  pets  that  are  allowed  in  the  sick  room. 

Quarantine.  A  strict  quarantine,  covering  a  period  of  from  four  to  si.x 
weeks  should  be  observed  or  until  no  germs  are  found  in  the  cultures  taken 
from  the  patient's  throat. 

Remarks.  Fatal  often  during  the  disease  and  from  after  effects.  A  very 
dangerous  and  justly  dreaded  disease. 

ERYSIPELAS. 

This  is  an  acute  contagious  disease  and  one  attack  does  not  protect  a 
person  from  subsequent  attacks. 

Incubation  Period.     From  three  to  seven  days. 

Early  Signs  and  Symptoms.  Onset  of  the  disease  apt  to  be  rather  sudden. 
There  is  a  chill  followed  by  fever,  headache,  no  appetite  and  prostration.  It  is 
frequently  ushered  in  by  a  general  convulsion.  Thick  rash  appears,  the  skin 
thickens  and  forms  a  ridge  or  welt.  It  spreads  each  day  and  as  it  does  so  the 
fever  and  chill  are  repeated  slightly.  The  rash  may  cover  the  entire  body. 
Creases  in  the  skin,  hair  lines  or  ridges  formed  by  bones  frec[uently  are  the 
means  of  checking  the  disease. 

Method  of  Infection.  Is  communicated  by  a  germ  which  gets  into  the 
body  through  a  cut  or  wound.  Oftentimes  the  wound  is  so  small  as  to  be 
overlooked  as  a  port  of  entry. 


290  PHYSICAL  EDUCATION  COMPLETE 

Quarantine.  A  quarantine  period  should  be  of  sufficient  duration  to  per- 
mit of  a  complete,  clean  recovery. 

Remarks.  The  disease  is  more  apt  to  be  fatal  in  young  children,  while 
death  frequently  claims  those  of  more  mature  years. 

GERMAN  MEASLES. 

This  is  a  contagious  disease  of  a  more  mild  type.  Adults  are  quite  sus- 
ceptible to  it  as  well  as  children  and  while  one  attack  makes  for  immunity,  it 
does  not  protect  a  person  from  an  attack  of  Measles  or  Scarlet  Fever. 

Incubation  Period.  From  seven  to  twenty-one  days,  though  most  likely 
to  be  fourteen  days. 

Early  Signs  and  Symptoms.  Slightly  feverish,  "feel  mean,"  slight  head- 
ache and  sore  throat.  These  symptoms  are  usually  of  so  light  a  nature  that 
the  first  thing  noted  is  the  rash,  which  has  somewhat  the  appearance  of 
Measles  or  possibly  Scarlet  Fever.  Most  always  there  is  a  moderate  swelling 
of  the  glands  in  the  back  of  the  neck.  The  rash  lasts  from  two  to  three 
days,  when  it  rapidly  fades  away. 

Method  of  Infection.     Coughing,  nasal  and  mouth  discharges. 

Quarantine.  The  quarantine  period  should  be  fully  three  weeks,  with  a 
recommended  period  of  exclusion  from  school  of  from  three  to  four  weeks. 

Remarks.     Not  dangerous  and  after  efifects  slight. 

LA  GRIPPE 

A  highly  contagious  disease.  One  attack  does  not  prevent  a  person  from 
having  others. 

Incubation  Period.  Supposed  to  be  from  a  few  hours  to  three  or  four 
days. 

Early  Signs  and  Symptoms.  Often  begins  with  intense  pains  in  the  back 
and  limbs,  accompanied  by  fever,  which  frequently  ranges  from  100°  to  104°. 
There  is  severe  headache  and  great  prostration.  The  eyes  are  watery  and  the 
nose  runs.     A  cough  also  develops. 

Method  of  Infection.     Discharges  from  nose  and  throat. 

Quarantine.  A  quarantine  period  of  at  least  two  weeks  should  be  ob- 
served and  children  should  remain  away  from  school  for  about  three  weeks. 

Remarks.  Few  people  realize  the  severity  of  the  disease  and  conse- 
quently deny  themselves  the  proper  medical  attention  and  care.  The  after 
effects  are  often  serious,  while  in  some  instances  the  patient  never  regains 
normal  health  and  strength.  Tuberculosis,  previously  dormant,  often  devel- 
ops. Complications  to  be  feared  are  pneumonia,  middle  ear  trouble  resulting 
in  deafness,  and  inflammation  of  the  lymph  glands  of  the  neck. 

MEASLES. 

This  is  an  acute  contagious  disease.  One  attack  usually  protects  a  per- 
son from  a  second  one. 


FOR  SCHOOLS  AND  PLAYGROUNDS  291 

Incubation  Period.     From  ten  to  fourteen  days. 

Early  Signs  and  Symptoms,  Chilly  sensations,  fever,  headache,  vomiting 
and  prostration.  All  the  symptoms  of  a  nasal  cold  are  present  such  as  in- 
flamed, watery  eyes,  sneezing  and  running  nose,  hoarseness  and  sore  throat. 
If  the  mouth  is  examined,  small  red  spots,  set  off  by  themselves,  are  often 
seen  on  the  hard  palate  and  bluish-white  ones  opposite  the  molars  on  the  inside 
of  cheeks.  About  the  third  or  fourth  day  the  rash  appear?  at  the  edge  of 
scalp,  on  the  forehead  and  face  and  spreads  downward,  finally  covering  the 
entire  body.  These  patches  of  tiny  eruptions  often  take  on  a  crescentic  for- 
mation and  are  not  often  elevated  very  high  above  the  skin's  surface. 

Method  of  Infection.  Coughing,  nasal  and  mouth  discharges  and  dis- 
charges from  the  surface  of  the  body.     The  germs  are  said  to  float  in  the  air. 

Quarzuitine.  The  quarantine  period  should  be  all  of  three  weeks,  with  a 
reconiniended  period  of  exclusion  from  school  of  from  four  to  five  weeks. 

Remarks.  Eyesight  apt  to  be  seriously  impaired  if  the  room  is  not  kept 
dark  and  eyes  rested  during  the  illness.  Death  usually  results  from  compli- 
cating broncho-pneumonia.     A  disease  not  to  be  treated  lightly. 

MUMPS. 

This  is  another  of  the  highly  contagious  diseases.  One  attack  prevents 
a  recurrence. 

Incubation  Period.     From  fourteen  to  twenty-one  days. 

Early  Signs  and  Symptoms.  Onset  may  be  sudden,  beginning  with  fever, 
headache,  loss  of  appetite,  nausea,  vomiting  and  prostration.  Pain  is  felt  in 
the  glands  of  the  cheeks  a  little  below  the  ear,  and  sometimes  those  under  the 
jaw  are  involved.  The  jaws  are  moved  with  effort  and  the  saliva  becomes 
thick  and  sticky.  Anything  sour  taken  in  the  mouth  causes  increased  pain 
in  the  glands. 

Method  of  Infection.  Coughing  and  all  discharges  from  the  nose  and 
mouth. 

Quarantine.  Period  of  quarantine  sliould  be  observed  three  to  four 
weeks. 

Remarks.     Not  considered  dangerous. 

SMALL  POX. 

This  disease  is  highly  contagious.  One  attack  regularly  protects  a  person 
from  others. 

Incubation  Period.     From  nine  to  fifteen  days. 

Early  Signs  and  Symptoms.  The  disease  is  usually  ushered  in  with  some 
severity.  The  child  is  very  feverish,  complains  of  nausea  and  severe  pains  in 
the  back.  About  the  third  day  the  rash  appears  and,  unlike  that  of  Chicken 
Pox,  makes  its  appearance  all  at  once.  The  rash  is  about  the  size  of  small 
bird  shot  and  is  felt  under  the  skin.  It  is  first  seen  about  the  face  and  wrists 
and  then  covers  the  entire  body.     In  Small  Pox  the  eruptions  may  be  seen  on 


292  PHYSICAL  EDUCATION  COMPLETE 

the  palms  of  the  hands  and  soles  of  the  feet,  which  is  a  condition  not  found  in 
Chicken  Pox.  In  two  days  the  shot-like  eruptions  develop  and  produce  blist- 
ers which  in  two  more  days  produce  a  yellow  matter  which  eventually  dries, 
thus  forming  scabs,  and  in  about  two  weeks  the  scabs  dry  up  and  drop  off. 

Method  of  Infection-  All  bodily  discharges,  scabs  and  skin  that  may  be 
shed. 

Quarantine.  From  two  to  four  weeks  quarantine  period  should  be  ob- 
served and  no  child  should  be  allowed  to  return  to  school  until  all  traces  of 
scabs  have  disappeared. 

Remarks.  Is  gradually  being  controlled  by  means  of  vaccination,  hence 
the  death  rate  is  very  small  in  communities  where  such  measures  of  preven- 
tion are  observed. 

SCARLET  FEVER. 

This  disease  is  also  known  as  Scarlatina  and  is  highly  contagious.  One 
attack  regularly  protects   from  a  recurrence. 

Incubation  Period.     From  two  to  seven  days,  with  an  average  of  four. 

Early  Signs  and  Symptoms.  Characterized  by  the  suddenness  of  the  at- 
tack. There  is  fever,  sore  throat,  vomiting,  headache  and  severe  prostra- 
tion. Rash  appears  between  one  and  three  days.  The  tonsils,  pharynx  and 
hard  palate  are  covered  with  tiny,  fine  red  points  very  close  together.  The 
rash  begins  on  the  neck  and  upper  part  of  chest  then  covers  the  entire  body, 
with  the  exception,  usually,  of  the  face.  When  the  rash  disappears  the  entire 
skin  of  the  body  peels  oS,  not  in  small  bran-like  flakes  as  in  Measles,  but  in 
large  scales  and  strips  as  when  the  skin  has  been  badly  sun-burned.  At  first 
the  tongue  has  a  whitish  coat  which  gives  way  to  a  bright  red  hue,  caused 
by  the  many  reddish  elevations  and  which  has  given  rise  to  the  term  in  this 
disease,  "Strawberry  Tongue." 

Method  of  Infection.  Coughing,  nasal  and  mouth  discharges.  The  dis- 
ease is  highly  contagious  during  the  entire  time  it  runs.  The  germ  is 
possessed  of  remarkable  vitality  and  lives  for  a  great  length  of  time  in  the 
bedding,  clothing,  draperies  and  in  the  hair  of  household  pets. 

Quarantine.  The  cjuarantine  period  should  be  fully  two^  weeks,  with  a 
recommended  period  of  exclusion  from  school  of  from  seven  to  eight  weeks. 

Remarks.  Dangerous  at  all  stages  and  after  eiifects  often  most  distress- 
ing. Complications  usually  set  in  which  leave  a  train  of  serious  effects  in  the 
ears,  lungs  and  kidneys.  There  is  more  or  less  deafness,  either  partial  or  en- 
tire, and  it  is  stated  some  cases  become  deaf  mutes  after  the  serious  complica- 
tion of  Otitis,  or  inflammation  in  the  middle  ear. 

The  poison  of  the  fever  usually  proves  very  dangerous  to  the  kidneys  and 
often  causes  death. 

Scarlet  Fever  is  a  disease  which  is  justly  feared  and  when  it  is  known 


FOR  SCHOOLS  AND  PLAYGROUNDS  293 

that  cases  exist  in  a  community  the  teachers  should  be  ever  on  the  watch  to 
detect  the  early  signs  and  symptoms  and  every  effort  made  to  stamp  it  out. 

WHOOPING  COUGH. 

This  is  one  of  the  contagious  diseases  and  attacks  children  more  fre- 
quently than  adults.     One  siege  regularly  prevents  a  subsequent  one. 

Incubation  Period.     From  seven  to  fourteen  days. 

Early  Signs  and  Symptoms.  Begins  with  catarrhal  symptoms  which  last 
from  ten  days  to  two  weeks.  In  connection  with  this  stage  there  is  a  cough 
which  grows  steadily  worse  during  these  two  weeks.  There  is  usually  very 
little  distress  or  feeling  of  prostration.  All  symptoms  are  apt  to  be  slight 
during  the  invasion  period.  The  cough  now  comes  in  paroxysms,  which  last 
for  some  few  seconds.  Frequently  the  child  holds  his  breath,  becomes  blue 
in  the  face  and  one  has  the  feeling  that  the  patient  is  about  to  suffocate,  when 
with  a  violent  effort  a  long  deep  breath  is  taken  which  causes  the  child  to  give 
out  a  sound  that  resemliles  the  \\-ord  "whoop,"  when  usually  some  mucus  is 
discharged  or  vomiting  is  caused  which  terminates  the  paroxysm  for  another 
while. 

Method  of  Infection.  Coughing,  throat  and  nasal  discharges.  Germs 
float  in  the  air  and  are  easily  inhaled. 

Quarantine.  Quarantine  should  be  observed  for  three  weeks.  The  period 
of  infection  is  from  the  beginning  of  the  catarrhal  stage  and  lasts  two  or 
three  weeks  after  the  coughing  has  ceased. 

Remzu'ks.  Most  cases  are  from  May  to  November.  Extremely  fatal  in 
very  young  children.  Broncho-pnevmionia  is  to  be  feared  in  young  children. 
Older  ones  are  very  apt  to  lose  flesh  and  strength  because  of  the  excessive 
vomiting.  It  is  not  considered  dangerous  with  children  after  four  years  of 
age. 

CONTAGIOUS  EYE  AND  SKIN  DISEASES. 

Teachers  should  ever  be  watchful  for  contagious  eye  and  skin  diseases. 
It  is  not  an  easy  matter  for  the  untrained  to  make  a  correct  diagnosis  but  the 
presence  of  pus  in  the  corners  of  the  eyes,  sticky  lashes  and  a  tendency  of  the 
lids  to  become  glued  together,  watery,  "teary"  or  inflamed  eyes  and  skin  that 
shoAV  a  diseased  condition  to  be  present,  give  just  causes  for  suspicion. 
Whenever  a  suspicious  case  occurs  in  a  school  the  teacher  should  not  hesitate 
to  send  the  child  home  as  soon  as  observed.  Before  re-admitting  to  the 
school  jjlayground  or  class  room  a  certificate  from  a  physician  should  be 
demanded  by  the  teacher. 

PINK  EYE. 

This  disease  is  often  found  to  exist  in  school  rooms  and  though  not 
serious  is  very  unpleasant  while  it  lasts. 

Symptoms.  Red  eyes,  both  the  "white"  and  lining  of  the  lids.  Scratchy 
sensation,  as  though  the  eyes  were  filled  with  dust.     Child  avoids  light.     Eyes 


294  PHYSICAL  EDUCATION  COMPLETE 

are  glued  together  in  the  morning  and  require  a  Httle  bathing  before  the  child 
can  open  them.  During  the  day  pus  is  seen  in  the  corners  of  the  eyes  near 
the  nose. 

DIPHTHERIA— OF  THE  EYES. 

This  disease,  we  are  told,  does  not  often  make  its  appearance,  however  it 
is  dangerous  when  it  does  occur  and  should  be  reported  immediately  upon 
discovery.  It  is  caused  by  the  same  diphtheretic  germ  that  produces  the  dis- 
ease in  the  nose  and  throat  and  if  not  checked  at  once  will  cause  serious 
epidemics. 

Symptoms.  Eyes  ache  and  feel  sore.  Eyes  discharge  a  watery  sub- 
stance which  soon  changes  to  a  thick  heavy  one.  The  typical  grayish  or  dirty 
yellowish  membrane  forms  on  the  lining  of  the  eye-lids  and  is  as  difficult  to 
remove  as  the  membrane  that  forms  in  the  nose  and  throat  when  the  disease 
attacks  those  parts. 

TRACHOMA. 

This  disease  is  brought  by  immigrants  and  is  the  most  dangerous  of  all 
the  eye  diseases  as  blindness  often  follows  an  attack.  It  is  highly  contagious. 
Schools  located  in  the  slums  or  foreign  districts  are  most  apt  to  be  visited 
by  the  disease. 

Symptoms.  Eyes  water  and  the  discharge  is  greatly  induced  by  light. 
The  chief  symptom  by  which  the  disease  is  distinguished  is  the  rough  appear- 
ance of  the  eye  ball  and  the  presence  of  tiny  sacs  or  kernels  on  the  linings  of 
the  eye-lids. 

PEDICULOSIS. 

\\'hcn  children  are  found  to  have  pediculosis  they  shouhl  be  sent  home 
with  instructions  to  the  parents  that  they  are  not  to  be  permitted  to  re-enter 
school  until  all  traces  of  the  trouble  have  disappeared.  If,  after  a  reasonable 
length  of  time,  they  do  not  present  themselves  for  re-admission  the  proper 
oflficial  should  be  notified  of  the  case,  when  it  is  his  or  her  duty  to  see  that 
such  children  are  made  fit  to  return  to  school  for  regular  class-room  work. 

In  some  school  districts,  particularly  those  which  care  for  the  foreign  ele- 
ment, the  trouble  is  constant  and  most  annoying,  and  there  are  teachers  who 
prefer  to  administer  the  treatment  themselves  and  thus  save  the  child  many 
days'  absence  from  school.  The  easiest  way  to  discover  it  is  to  search  for  the 
nits  or  eggs,  which  cling  tightly  to  the  hair.  With  boys,  a  close  hair  cut  fol- 
lowed by  a  thorough  cleansing  of  the  scalp,  is  stift'icient.  For  girls,  comb  the 
hair  thoroughly  with  a  fine-toothed  comb  dipped  in  vinegar  or  alcohol.  This 
dissolves  the  eggs.  Follow  with  a  good  shampoo.  Tincture  of  larkspur 
(Poison)  is  highly  recommended,  but  it  should  be  used  with  great  caution 
and  according  to  a  physician's  directions. 

The  habit  that  children  sometimes  form  in  play  of  changing  hats  should 
always  be  discouraged.  Many  a  child  of  the  most  careful  parents  has  con- 
tracted the  trouble  in  this  manner. 


FOR  SCHOOLS  AND  PLAYGROUNDS  295 

SCABIES. 

This  disease  is  commonly  known  as  the  itch,  and  is  caused  I^y  an  animal 
parasite.  The  female  burrows  under  the  skin  in  order  to  secure  a  place  where 
she  may  lay  her  eggs.  The  male  remains  on  the  surface  of  the  skin.  The 
trouble  usually  begins  on  the  hands  and  arms  and  may  spread  over  the  entire 
body  except  the  face  and  scalp.  A  tiny  reddened,  irregular  line  may  be  first 
noted.  Those  affected  scratch  these  tiny  lines,  for  as  the  burrowing  goes  on, 
an  itching  sensation  is  produced  and  very  soon  an  infection  of  the  skin  is 
brought  about  by  pus-producing  germs  making  their  way  into  the  spots  made 
raw  by  scratching.  Sometimes  sores  of  considerable  size  result.  The  disease 
is  contagious,  therefore  all  cases  should  be  excluded  from  school  until  thor- 
oughly cured.  The  trouble  should  receive  medical  attention,  thus  checking 
it  in  its  early  stages. 

IMPETIGO. 

This  is  another  of  the  contagious  skin  diseases.  It  attacks  children  most 
frequently,  and  several  in  one  family  are  apt  to  have  the  trouble  at  the  same 
time.  It  often  follows  the  itch,  hives  or  any  trouble  in  which  the  constant, 
severe  scratching  produces  a  pus  infection.  It  is  present  most  often  on  the 
hands,  neck  and  face,  and  the  sores  may  be  found  to  be  isolated  or  run  together 
and  form  one  large  scab  or  crust  which  has  a  dirty  brownish  hue,  with  signs 
of  pus  around  the  edge  of  the  scab.  Often  these  crusts  drop  of?  before  a  com- 
plete healing  has  taken  place,  when  a  fresh  lot  may  be  started  by  "auto-inocu- 
lation." Children  having  impetigo  should  not  be  allowed  in  school  until  thor- 
oughly cured  and  the  skin  presents  a  smooth,  clean  appearance. 

These  contagious  eye  and  skin  diseases  are  easily  spread  by  use  of  the 
common  roller  towel  or  by  the  handling  of  common  school  books  or  tools. 

All  teachers  should  learn  to  early  form  the  habit  of  washing  their  hands 
several  times  a  day  in  water  that  has  been  made  antiseptic  by  ten  or  twelve 
drops  of  pure  carbolic  acid  or  a  small  portion  of  a  bi-chloride  of  mercury  tab- 
let. Both  are  poison,  should  be  kept  under  lock  and  key  and  used  with 
caution. 

Acknowledgment   is  made  to: 

The    Health    Index    of    Children E.    B,    Hoag 

The    Human    Mechanism - Hough    and    Sedgwick 

Diseases     of     Cliildren -  Tuttle 

Diseases    of    Infancy    and    Childhood ....Holt 

Diseases     of     the     Skin Liveing 

Personal     Hygiene -■- - - Pyle 

PULSE,  TEMPERATURE  AND  RESPIRATION. 

Everyone  should  understand  the  three  important  signs,  Pulse,  Tempera- 
ture and  Respiration,  be  able  to  recognize  their  deviation  from  normal  and  the 
iieaning  of  those  variations  which  are  constantly  occurring  in  the  human  body. 

THE  PULSE. 
The  heart  contractions  cause  the  blood  to  be  forced  into  the  arteries, 
whose  \\alls  are  elastic  and  are  therefore  expanded  or  dilated  by  each  heart 


296  PHYSICAL  EDUCATION  COMPLETE 

contraction.     It  is  this  expansion  that  is  known  as  "the  pulse."     To  intelli- 
gently ascertain  the  pulse  record  we  should  be  able  to  determine : 

1.  The   number  of  expansions,  or  beats. 

2.  Whether  rapid  or  slow. 

3.  Whether  full  or  weak. 

4.  Whether  regular  or  intermittent. 

In  taking  the  pulse  record  certain  things  should  be  kept  in  mind,  for  in- 
stance— that  excitement  and  exercise  quicken  the  pulse  and  are  not  danger 
signs  ;  that  the  pulse  beats  faster  in  children  than  adults,  in  women  than  meji 
and  is  affected  by  bodily  positions.  It  is  slower  in  sitting  than  standing,  re- 
clining than  sitting,  and  is  more  apt  to  become  slower  in  its  beating  while  we 
sleep. 

To  record  the  pulse,  place  the  tips  of  the  first  aind  second  fingers  on  the 
radial  artery  at  the  wrist  or  the  temporal  artery  at  a  ])iiint  directly  in  front  of 
the  ear.     The  count  is  usually  taken  for  a  half  minute  and  multiplied  by  two. 

The  pulse  beat  at  7  years  is  from  72  to  90  per  minute. 
The  pulse  beat  at  12  years  is  from  70  to  76  per  minute. 
The  pulse  beat  in  early  adult  life  is  from  68  to  75  per  minute. 

The  pulse  beat  in  late  adult  life  is  from  65  to  70  per  minute. 

TEMPERATURE. 

The  normal  temperature  of  the  body  is  spoken  of  as  98.6°  F.,  Init  there  is 
no  such  thing  as  a  constant  temperature,  in  the  strict  sense  of  the  word,  for 
the  temperature  of  the  body  frequently  varies  in  health,  during  the  twenty- 
four  hours,  from  97.5°  F.  to  99.5°  F.,  however,  a  sudden  and  very  marked  rise 
or  fall  of  the  temperature  should  be  looked  upon  as  a  danger  signal  and 
usually  indicates  the  necessity  of  prompt  medical  attention. 

The  thermometer  used  for  determining  the  body  temperature  should  find 
a  place  in  ever}'  home  and  school  room.  Both  before  and  after  using,  the  ther- 
mometer should  be  carefully  washed  with  soap  and  water  and  made  antiseptic 
by  immersing  in  alcohol  or  a  mediumly  strong  solution  of  carbolic  acid.  This 
is  a  most  important  point  and  should  be  carefully  observed. 

RESPIRATION. 

The  normal  number  of  respirations  is  one  to  every  four  heart  beats  and  in 
the  adult  ranges  from  16  to  18  every  minute.  The  best  time  to  count  the  res- 
pirations is  during  sleep,  as  they  are  most  apt  to  be  normal  then.  In  the 
school  room  it  is  most  advisable,  after  having  secured  the  confidence  of  tlie 
child,  to  place  one's  hand  on  his  chest  and  count  one  for  each  breath  that  is 
taken.  Of  course  any  child  who  is  suspected  by  the  teacher  of  being  ill 
should  be  examined  in  a  room  away  from  the  other  children. 

(Acknowledgment    is    lii;nlc    to    Dr.    Walter    Pyle's    Pergonal    Hygiene.)    . 


FOR  SCHOOLS  AND  PLAYGROUNDS  297 

HELPFUL  HINTS  FOR  TEACHERS. 

L  Abolish   the   common   drinking   cup   and   install   sanitary   drinking  fountains. 

2.  Abolish  tlie  roller  towel. 

3.  Avoid  the  common  use  of  pens  and  pencils. 

4.  Use  a  thin  coat  of  oil  or  staining  on   school  room  floors,  and  for  sweeping,  a 
sanitary   preparation   of   sawdust    is   best. 

5.  Use   dustless   dusters   and   abolish    the   feather   duster. 

6.  Boards  are   best  cleaned  by  using  a   piece   of  damp   chamois   skin. 

7.  Use    dustless    crayons. 

8.  Wipe   out   chalk   trays   once   each   day   with   a   damp   cloth. 

9.  Clcun   erasers   thoroughly  each  day. 

10.  Have   school  rooms   disinfected   four   or   five   times   a  year. 

11.  Library  text  books  used  by  pupils  should  l)e  kept  covered  during  the  period  of 
use   and  freshly  covered  when  re-issued. 

12.  All  school  books  should  be  burned  that  have  been  in  homes  where  contagious 
diseases   have   existed.    This  is  much   safer   than   disinfecting   them. 

13.  Rooms  should  be  thoroughly  ventilated.  Open  the  doors  and  windows  often 
for  a  few  moments  during  each  day.  Alwa.vs  open  doors  and  windows  at  each 
recess  and  at  least  a  portion  of  every  noon  period. 

14.  Do  not  allow   children   to   sit  in   draughts. 

15.  Make  every  school  room  as  full  of  tlie  pure,  sweet  out-of-doors  as  you 
possibly    can. 

16.  Keep  the  temperature  of  the  school  room  as  near  69  in  the  Winter  as  you  can. 

17.  Desks  should  always  be  placed  so  that  light  falls  on  them  from  the  left. 

18.  Window  shades  should  be  in  two  sections  to  regulate  the  light.  Olive  green 
shades  are   recommended   as   the   best  to  use. 

19.  Make  every  school  room  attractive   but  do  not  overdo  the   decoration   of  it. 

20.  Install  adjustable  desks  and  seats  and  see  to  it  that  they  are  adjusted  to 
your   pupils. 

21.  Where  there  are  no  such  seats  and  desks,  use  small  footstools  for  children 
whose  feet  cannot  rest  flatly  on  the  floor. 

22.  Keep  cloak  rooms  and  toilets   open   CONSTANTLY  to   fresh   air. 

23.  Children  who  have  defective  vision  or  hearing  should  always  be  seated  near 
the  front. 

24.  Demand   immediate   attention   for  children   having  pediculosis. 

25.  Demand  immediate  attention  for  children  having  any  skin  diseases. 

26.  Insist  on   sores   being  covered  or  bandaged. 

27.  Exclude  children  in  whose  family  a  contagious  disease  exists. 

28.  Require  a  phjsician's  certificate   for  re-admission. 

29.  Exclude  children  who  have  St.  Vitus  Dance  or  Epileptic  Fits. 

30.  Teach  practical   Physiology   and   Hygiene. 

31.  Work  to  secure  individual  cleanliness. 

32.  Make  a  personal  inspection  of  the  children  each  morning,  not  forgetting 
teeth.     This   can   be   done   very   quickly. 

33.  Liquid  soap  should  be  provided  for  all  wash  rooms. 

34.  Outside  doors  to  school  houses  and  all  public  buildings   should  open  outward. 

35.  Entrances    should   be   kept   free    from   all   obstructions   at   all    times. 

36.  Practice  a  fire  drill.    The  larger  the  school  the  greater  the   need  for  this. 

37.  Have   all   plumbing   carefully   watched. 

38.  Do  not  allow  toilets  to  remain  out  of  order. 

39.  If  possible,  arrange  for  a  lunch  room  for  those  who  must  carry  lunches. 

40.  Teach  the  children  to  keep  the  grounds  clear  of  all  papers  and  refuse. 
4L     Do  not  allow  children  to  sit  in  wet  shoes  or  clothes. 

42.     Do  not  permit  children  to  wear  rubbers  and  overshoes  during  school  hours. 


298  PHYSICAL  EDUCATION  COMPLETE 

THE  HEALTH  OF  THE  TEACHER. 

In  some  communities,  and  great  is  their  wisdom,  every  applicant  for  a 
position  as  teacher  of  school  children  is  required  to  pass  a  medical  examina- 
tion before  an  application  is  given  any  consideration.  Speed  the  day  when 
every  community,  realizing  the  justice  due  the  children,  will  fall  into  line  and 
follow  such  splendid  examples. 

Not  only  for  the  teacher's  own  sake  but  for  the  good  of  the  pupils,  a 
teacher  should  possess  good  health.  Her  heart  and  lungs  should  be  free  from 
organic  disease,  her  eyes  and  ears  should  be  free  from  any  serious  defects,  the 
body  should  be  erect  and  free  from  spinal  curvature  or  deformity  of  any  kind 
whatsoever,  she  should  possess  a  strong,  healthy  and  well-balanced  nervous 
system  and  she  should  be  entirely  free  from  all  "habit  spasms"  which  are  so 
easily  imitated  by  many  children. 

A  teacher  suffering  from  tuberculosis  in  any  form  is  a  constant  source  of 
danger  to  the  children  entrusted  to  her  care,  yet  there  are  such  teachers  who 
are  employed  by  School  Boards  of  to-day,  regardless  of  the  menace  to  the 
health  of  the  children.  In  many  cases  absolutely  no  thought  whatever  is 
given  to  the  health  of  the  teacher,  while  the  most  painstaking  efiforts  are  made 
to  protect  the  pupils  in  times  of  epidemics,  ignoring  ever  and  always  the 
daily  menace  in  the  school  room — the  tubercular  teacher.  Such  a  teacher 
should  never  be  employed  and  if  School  Boards  would  take  a  firm  stand 
against  it  it  would  be  the  kindest  and  wisest  thing  for  all  concerned.  The 
teacher  would  secure  other  means  of  support,  possibly  less  confining  and 
"nerve-racking,"  and  not  less  in  importance — the  children  would  not  be  ex- 
posed to  the  dangers  of  this  justly  dreaded  disease. 

Dr.  E.  B.  Hoag  in  his  Health  Index  of  Children  says: 

"Of  all  physical  disorders,  nervousness  in  its  various  phases  is  proliably 
the  one  of  greatest  importance  among  teachers.  Public  school  teaching  is  of 
necessity  (according  to  our  present  rather  irrational  system)  a  nerve-racking 
occupation,  even  to  those  teachers  who  begin  work  with  well-balanced  nervous 
organizations.  What  may  we  expect  then  of  those  individuals  who  never 
have  possessed  much  nervous  stability?" 

Many  teachers  are  constant  sufferers  from  headaches,  which  in  many 
cases  have  been  traced  to  severe  eye  strain.  There  is  pain  and  continued  nerv- 
ousness and  a  feeling  of  being  at  outs  with  themselves  and  everybody  else. 
Everything  seems  to  be  on  the  bias.  Often  such  teachers  do  not  realize  the 
cause  of  their  suftering  and  go  on  teaching  year  after  year,  with  the  suffer- 
ing certainly  growing  no  less,  when  properly  fitted  glasses  would  make  the 
world  look  brighter  and  happier  as  the  pain  and  nervousness  would  fade  away 
in  a  short  space  of  time.  No  one  attempts  to  blame  people  for  being  possessed 
of  eyes  that  cause  such  troubles  but  they  certainly  may  be  justly  blamed  for 
neglecting  to  have  their  eyes  given  the  proper  attention,  thus  eliminating  that 
which  makes  for  a  disagreeable,  nagging  teacher  and  unpleasant  companioii 
for  her  friends. 

A   disagreeable,   irritable,    nagging,   nervous   disposition    should   find    no 


FOR  SCHOOLS  AND   PLAYGROUNDS  299 

place  in  any  school  room  ami  a  person  of  this  sort  who  persists  in  teaching 
young  children,  simply  as  a  means  of  livelihood,  should  be  dismissed  from 
service  as  soon  as  the  true  self  is  revealed.  Children  are  often  called  upon  in 
their  own  homes  to  bear  trouble,  sorrow  and  gloom  and  it  is  strictly  the  duty 
of  every  School  Board  to  provide  teachers  who  will  insure,  by  their  own 
cheerful,  happy  dispositions,  happiness  and  sunshine  to  the  children  in  their 
community. 

If  the  health  of  the  teacher  is  such  as  to  cause  her  continual  pain  and 
suffering  she  should  certainly  not  attempt  to  earn  her  living  in  the  school 
room  where  her  disposition,  possibly  developed  by  pain,  will  blight  the  lives 
of  her  pupils.  Little  children  and  young  people  require  all  the  happiness  that 
we  can  possibly  give  them.  They  need  teachers  wdio  possess  cheerful,  happy 
dispositions,  those  who  prove  by  their  daily  lives  in  the  school  room  that  they 
are  happy,  sunny  leaders  who  do  everything  possible  for  the  good  and  happi- 
ness of  those  about  them. 

The  never-at-rest,  overly-active  or  the  effervescent,  bubbling,  coddling 
teacher  owes  it  to  herself  and  the  children  to  OVERCOME  SUCH  A  DISPO- 
SITION. To  visit  such  a  school  room  gives  one  food  for  very  serious  thought. 
The  damage  to  the  disposition  and  nature  of  the  teacher  herself  is  the  very 
least  in  importance.  The  effect  produced  on  the  children  is  what  makes  one 
think  long  and  earnestly  and  one  is  not  surprised  that  pupils  who  live  in  such 
a  school  environment  are  troublesome,  restless  and  nervous  beings. 

A  teacher  should  safeguard  her  own  health  above  all  things.  With  health 
given  us  no  work  is  too  great  to  be  undertaken  and  while  we  cannot  escape 
fatigue  at  times,  even  when  we  are  considered  well,  a  night's  rest  should  make 
us  fresh  and  ready  for  the  work  of  the  coming  day.  One  of  the  easiest  ways 
in  which  a  teacher  can  undermine  her  health  is  to  wear  damp  or  wet  clothing 
in  the  school  room.  During  rainy  weather  an  extra  suit,  shoes  and  stockings 
shuukl  be  kept  at  school  in  case  of  need.  Frequent  colds  often  develop  serious 
troubles  and  as  one  can  learn  to  live  to  avoid  colds,  the  experiment  is  cer- 
tainly \vorth  trying.  The  daily  cold  shower  bath  for  those  who  are  able  to 
take  it,  is  strongly  advised,  as  this  sort  of  bathing  teaches  the  small  blood 
vessels  of  the  skin  to  react  properly  and  promptly  to  outside  influences.  Some 
physicians  recommend  the  use  of  the  same  weight  of  underclotliiiig  to  be  worn 
all  the  }ear  round.  When  the  weather  requires  it  the  outside  clothing  should 
be  of  the  heavier  variety.  One  physician  expresses  it  very  nicely  when  he 
says :  "We  sleep  between  sheets  all  the  year,  the  supply  of  bed  clothing  only 
being  decreased  or  increased  as  the  seasons  change,  and  so  it  should  be  in 
our  dress." 

Taking  it  all  in  all,  it  seems  to  me  that  the  ideal  life  is — to  be  able  to  sleep 
out-of-doors,  bathe  daily,  to  have  sufficient  plain,  well-cooked,  wholesome 
food,  plenty  of  sunshine,  fresh  air  and  exercise,  to  be  suft'iciently  independent 
of  "fashion"  to  dress  with  comfort  always,  to  have  plenty  of  good,  honest, 
happy  work  with  frequent  trips  into  tlie  healthful  open  country,  because — 
these  things  all  make  for  vitality,  forceful  personality  and  health,  and  the 
ability  to  do  the  things  which  are  of  most  worth. 


300  PHYSICAL  EDUCATION   COMPLETE 


BIBLIOGRAPHY 


A.  B.  C.  of  Swedish  Gymnastics Nissen 

A    Bibliography   of   Children's    Reading Baker 

American  Red  Cross  Abridged  Text  Book  on  First  Aid Lynch 

Anthropometry  and  Physical  Diagnosis Seaver 

Applied   Anatomy Davis 

California  State  Board  of  Health  Bulletin,  December,  1916. 

Childhood    of    Religion Clodd 

Childhood   of   the   World Clodd 

Chips    from    a    German    Work    Shop Mueller 

Civics     and     Health Allen 

Diseases   of  Children Tut  tie 

Diseases  of  Infancy   and   Childhood Holt 

Diseases   of   the    Skin Liveing 

Emergencies McKenzie 

Exercise    in    Education    and    Medicine McKenzie 

Games   for  the   Playground,   Home,   School  and   Gymnasium Bancroft 

Gray's     Anatomy Gray 

Gulick    Hygiene    Series Gulick 

Health    Index   of   Children Hoag 

How   to  Tell   Stories   to   Children Bryant 

Hygiene  of  the   School  Room Barry 

Indoor    and     Outdoor     Gymnastic     Games Spalding 

Lateral   Curvature    of   the    Spine Lovett 

Lessons    in    Elementary    Physiology -. Huxley 

Literature    and    Life    in    School Colby 

Medical    and    Orthopedic    Gymnastics Wide 

Medical     Inspection     of     Schools Hogarth 

Normal  Course  in  Play National  Playground  and  Recreative  Ass'n.  of  America 

North   Carolina  Board  of  Health  Bulletin,  1910,   Sept. 

One    Hundred    Fifty    Games Wellesley    College 

Personal     Hygiene Pyle 

Play   of    Man Groos 

Power    Through    Repose Call 

Primer    of    Hygiene Ritchie 

Primer    of    Sanitation Ritchie 

Progressive    Gymnastic    Days    Orders Enebuske 

Psychology    (Briefer    Course) James 

Stories  and  Story  Telling Keyes 

Stories    and    Story   Telling St.    John 

Surgical    Clinics Murphy 

Talks    to    Teachers James 

The    Body    at    Work Jewitt 

The    Efficient    Life Gulick 

The    Growth    of   the    Brain Donaldson 

The   Healthful  Art   of  Dancing Gulick 

The   Human   Mechanism Hough   and   Sedgwick 

The    Mind   and    Its    Education Belts 

The   Posture   of   School   Children Bancroft 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 


1 


LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below, 
or  on  the  date  to  which  renewed.  Renewals  only- 
Tel.  No.  642-3405 
Renewals  may  be  made  4  days  prior  to  date  due. 
Renewed  books  are  subject  to  immediate  recall. 


n?.  5^ 


SEC'D.  ID   MAR  Q  1  72  '^^  AlVl  9  ^ 


LD21A-40m-8,'71 
(P6572sl0)476-A-32 


General  Library 

University  of  California 

Berkeley 


i^pi 

YD  06320 

^Kt^^fjE^B^^^ 

ii^^^^^^Hi 

^^^^^^^Si^^v/iVftT^lJ^^^^^I 

II 

^^^  ^  ^^^^^^^^B^ 

1 

^^^HQH^^^BSh^^I 

ilB 

1 

1 

1 

